This paper is centered around 106 tellings of personal experiences during shared readings of picture books in kindergarten classrooms. It is shown that teachers orient to different interactional storytelling competences of their pupils. Teachers are found to contribute to pupils' tellings by inviting them, by showing recipiency, by asking follow-up questions during the telling and by responding to them after the telling. These teacher responses illustrate that teachers are mainly oriented to the interactional competence of telling a "relevant" personal experience that is in line with the initial question of the teacher and the story that has been read to the pupils. However, less frequently, teachers also display an orientation to the content of the story and herewith offer room for the interactional competence of telling a personal experience in a more general, less context-specific, and less institutional sense. Teachers' different orientation to the competences of the pupils also provides insight into the various interactional roles of the teacher. Teachers actively behave as a "teacher recipient" as well as a more general story recipient. Finally, the teacher also invites the other pupils to be story recipients. The interactional behavior of the teachers in this particular setting shows that discussing personal events in relation to the content of picture books creates opportunities for pupils to develop educational as well as everyday interactional competences.