Narrative research in TESOL still remains very much in its infancy. And the predominant mode of narrative research in TESOL--following the trend in educational research, as well as in other social sciences--has clearly been that of narrative inquiry, with its concomitant privileging of autobiographical "big stories", or researcher-elicited narratives. In contrast, narrative "analysis", with its focus on the specific details of "small stories" (i.e., stories told in everyday conversational contexts) remains much rarer in the field. There is no question that narrative inquiry, by contributing new insights and perspectives, has enriched the collective understanding of language teaching and learning. However, it is the author's position that the time has come for the field to also recognize and value the potential that sociolinguistic small story narrative analysis can contribute to TESOL. In order to contextualize this argument, the author begins by briefly presenting the "three waves" of sociolinguistic narrative research (Georgakopoulou, 2007b). She then reviews the current big story/small story debate in narrative research and explains the difference in perspectives between narrative inquiry and narrative analysis. Next, she draws on a handful of existing narrative small story studies of English as a second language (ESL)/English as a foreign language (EFL) teachers, as well as of teachers in other settings, in order to highlight the sorts of contributions that such an approach can make to the field. Finally, she concludes by summarizing what a small story approach to the study of narrative-and-identity would mean for TESOL.