This article examines students' narrative responses to reading professional literacy histories. Demonstrating the importance of narrative as a way of learning, it shows how elementary education majors of diverse backgrounds explore their relation with language in a traditional grammar class. Cajun, Creole, and African American students recover their literacy histories and articulate the relation between the loss of language and the loss of culture and heritage. Drawing on the parallels between their discourse histories and the discourse histories of other cultures, these narratives also suggest that the students are now able to establish their linguistic identity and develop a greater sensitivity to the situations of their own students in the multicultural classrooms of southwest Louisiana. (Contains 3 footnotes.)