This article explores the need to locate individuals' personal life stories in their life histories when the narrative approach to studying different aspects of teachers is used. This is partly done by revealing the limitations of the narrow focus on personal stories in research on teachers when it is restricted to researching teachers' personal practical knowledge. But combining life story with life history is not simply a methodological tool in studying teachers and teaching; what emerges from such a combination is also a learning process on the side of teachers, which occurs in their reading and constructing of life narratives. By linking to a new learning theory based on a recent empirical research project, this mode of learning is categorised as narrative learning. Narrative learning is significantly helpful in teachers' work on their identity and in their achievement of agency. The conclusion includes the implications of this narrative learning theory for the practice of teachers, researchers and teacher educators.