Teaching is a reflective and deeply human activity, an ethical enterprise that involves the teacher as a person. The educational significance of autobiography lies in its ability to enable people to understand their present experiences and those yet to occur. Teacher-educators' interest in autobiography is very narrowly defined: the professional development of those who are entering teaching as a profession. The 23 undergraduate pre-service teachers who wrote personal narratives and final reflections for this study attend a small liberal arts college in the New York City area. During the first half of their middle level methods course, students were asked to read a variety of texts including action research and teaching narratives and write their own personal narratives revolving around the themes of identity, adolescence, literacy, curriculum, teaching and assessment, and diversity and multiculturalism. Data collection (field notes from classroom observation, discussions with students, and researcher dialogue) and analysis for this study occurred simultaneously; the students' reflections on the use and purpose of personal narratives are couched in terms of the overarching themes or categories that emerged from the data. Through writing personal narratives, the pre-service students discovered the intrinsic role that reflection plays in the daily experience of a teacher. The study revealed that the students emphasized the communal aspect of writing autobiographically. Finding a voice in relation to others is one of the most profound implications of the study. (Contains 12 references. Appended are the personal narratives assignment and final reflection guidelines.) (NKA)