Instructors in academic settings may be naturally inclined to view their students from the outside, their style of communication, their level of competence and engagement, or their punctuality with attendance and assignments. Consequently, they risk missing the rewards afforded by the view from the inside. Autobiography can be an important means through which to gain access to this inside. As students unveil their life stories they allow their instructors access to their past, a past that matters as to their current life as learners: the cultural factors that have shaped their life, the struggles they have faced, the ways in which initial educational experiences have shaped their view of self and learning, and how these views, in turn, change through the course of their adult education. This chapter explores student autobiography through the dimensions of the autobiographical impulse, perspective, and response. It suggests that the notability of student autobiography lies not only in the act of writing, but also in the response to the writing on the part of both the author and the reading audience.