Experiential community-based learning is used for academic purposes, as well as to promote students' civic education, moral development, and the development of identity. Recent advancements in narrative identity theory may have important implications for enriching our understanding of how learning occurs in the context of community-based learning. In this study we examine students' learning in a third year undergraduate practicum course in the human services through the lens of narrative identity theory. Nine students (ages 20-26) who had recently completed the practicum course completed a semi-structured interview focusing on the story of their practicum experience and their changing conceptions of self and others. Results of thematic analyses suggest that students experienced important shifts in their understanding of self and others and their learning occurred through engagement with others' stories. Students who worked with vulnerable populations reflected on the biases and stereotypes they held prior to their practicum experience and described developing new insights into the experiences and social realities of marginalized others. Experiences of discomfort/disorientation and active-engagement in reflective meaning-making were critical to students' learning. We discuss implications for incorporating narrative in teaching and learning.