Career-development theories offer a variety of configurations to help people make sense of both epistemology and pedagogy. This chapter considers the meaning associated with learning for living and the potential for existing and new frameworks to be applied to practice in twenty-first century schooling. Back in 1996, a new career learning theory (Law, B. (1996). "A career learning theory." In A. G. Watts, B. Law, J. Killeen, J. Kidd, & R. Hawthorn (Eds.), "Rethinking careers education and guidance; theory, policy and practice" (pp. 46-72). London: Routledge) espoused the notion of a developing repertoire of career-development capacities. Although this theory has withstood the test of time, it can profit greatly from new insights developed since then in narrative career approaches. In this article storyboarding is the focus for incorporating narrative elements into career learning theory and practice.