The story is a powerful but largely unused tool in the initial preparation and continuing development of the teacher. Teachers know much of reality through stories. However, the exact contribution of the story to the teachers' understanding of their work and development are hidden. Positive effects of teacher story telling include: (1) the provision of concrete perceptual imagery of teaching; (2) the learning and comparison of skills and strategies as they were used in particular situations; (3) the preparation of teachers for a wide range of human encounters in the classroom; and (4) the preparation in dealing with the moral dimension of teaching. It is believed that, if teachers had a legitimate and systematic opportunity to tell their stories, not only would their stories be useful to others, but the teachers themselves would personally find the experience useful and satisfying. Reasons for not using stories in teacher education and development include: (1) Stories in the form of unorganized and spontaneous trading of experiences are currently overused in teacher education; (2) Stories of teaching do not always have the most socially desirable or educationally sound message to convey; (3) Stories may be a helpful learning method for some, but a distraction for others; and (4) Stories may not be accurate reflections of classroom realities. To date, teacher education and research have ignored a major tool which mankind has been using to pass on culture and make sense of the personal world. (CJ)