As an experienced classroom teacher, the author was dismayed at what seemed a total lack of engagement by Singaporean theology students. To determine class dynamics, or lack thereof, the instructor discussed his situation with colleagues and investigated the nature of his students' preferred learning styles. Finding that his students were visual rather than conceptual thinkers meant a shift in teaching style and content. Instead of discussing ideas, the writer told stories: stories of his own life, of important figures, and from human history. Anecdotes and role play became core elements of lectures. Student response in class was rarely requested, but students were invited to send any questions anonymously if desired. The storytelling approach worked, and by lowering anxiety about speaking in front of peers, learning difficulties were addressed. Now, twenty years and several career changes behind him, the author shares that the lessons he learned in Singapore still work as they did back then.