This theoretical article outlines the rationale behind one teacher educator's decision to use student-written narratives as part of a narrative inquiry in a year-long English methods course. The article is an explication of why narrative inquiry, as both an individual and a collective endeavor, can be a powerful tool for student learning. Finally, the author explores the epistemological underpinnings of such an inquiry, as well as the stance a teacher educator might take when engaging in narrative inquiry.