Guided by cultural identity theory (CIT), the authors offer the six-word memoir (6WM) as a storytelling vehicle to engage students in critical, reflexive (re)considerations of their cultural identities and positions. This activity's impetus is threefold. First, it recognizes the practical challenges of teaching and learning the important, yet evasive, subject of identity. DeVoss, Jasken, and Hayden (2002) explained that U.S. Americans tend to view intercultural interactions through the privileged Protestant, middle-class, male, white lens, which renders "others" as deviant, and self-examination difficult. Second, it exemplifies an effort to meet identity-related learning objectives for intercultural communication that Driskill, Arjannikova, and Schneider (2010) named: encouraging students to explore their cultural identities, helping students to recognize the influences of their own cultural identities on interactions, and becoming more aware of one's own cultures in relation to cultural others. Third, it fulfills some of the pedagogical promises of CIT to illustrate how identity practices are nested in local, relational, and macro contexts. References and suggested readings are provided.