In this article, the author presents an analysis of 23 school stories (Clandinin & Connelly, 1996) composed by preservice teachers as part of an elective course in an undergraduate teacher preparation program. Three layers of analysis--topical, thematic, and theoretical coding--provide insight into the contribution of the school story genre towards understanding the personal practical knowledge (Clandinin, 1992) of preservice teachers. This research suggests that school stories offer generative potential for preservice teachers to make connections between their own schooling experiences and future practices. This study also recommends that teacher educators be mindful of preservice teachers' residual conflict with school personnel, systems, rules, and procedures. Strategies and practices to address these findings are included. (Contains 5 tables.)