This paper explores how family stories can be used in the professional preparation of early interventionists working with families of children with disabilities. It provides a rationale for using family stories in training, noting that they are inherently interesting, provide affective awareness, and provide access to understanding multiple realities. The use of family stories in personnel preparation assists students in making connections between theory and practice, gives meaning and purpose to learning, and challenges assumptions. Instructional strategies include inviting family members as speakers, using parent advisors as adjunct faculty, examining case studies of family situations, and reading family stories in literature. (Contains 19 references.) (JDD)