During qualitative empirical research on the biographical learning processes of women due to transitions in their work situation, this theoretical, methodological theme arose that was intriguing to the researcher: the relationship between the learning processes of the women interviewed and of the researcher on one hand and the stories that were told because of the research by the women and researcher on the other. The hypothesis was that the interconnection of narrative and learning of the research subjects and researcher is an inherent feature of narrative biographical research. Consequently, it had to be acknowledged as such to account for the quality of the research results and process. The relationship between the telling of a life story and the learning process of the women could be seen as the life story as data revealing biographical strategies; the life story as a process of biographical work and biographical learning; and life stories as revelation and transformation. The researcher says he underwent a learning process during the research for which telling the research story on various occasions was crucial. By revealing and transforming insights, the research story was crucial for the research process and result. He believes his learning process was many-sided. Methodologically, he learned about the relationship among learning, narrating, and research and about his position as a researcher in narrative biographical research. Theoretically, he learned a (narrative) way to construct a grounded framework and account for it as scientific knowledge. (Contains 33 references.) (YLB)