Stories represent a fundamental way by which we interpret our experiences. They tap into our natural predispositions of seeking pattern, perceiving agency, simulating and connecting events, and imputing meaning into what we experience. Instructors can take advantage of this predisposition and facilitate student learning by viewing stories from a broad perspective and intentionally connecting stories and storytelling principles to the concepts and principles they want students to learn. Instructors can capture students' attention, nurture a more social atmosphere, and engage their students' emotions and cognitive abilities. Previous work on using stories to teach has highlighted four types of story-based instruction: case-, narrative-, scenario-, and problem-based. I extend this work by offering practical suggestions for incorporating stories into the classroom. I list possible objectives, discuss methods, and share examples that range from simply sharing a relevant story or anecdote or incorporating storytelling methods, to using a story framework to undergird an entire course. I then discuss various costs and benefits in the use of stories to facilitate learning. The methods I discuss can be used in a wide range of courses, and I encourage instructors to consider how they incorporate a broader, more intentional use of stories into their teaching.