This study illustrates how stories about people's experiences half a century ago can still be of educational value today. Using as a case example an interview-based study with war-brides who came to Canada after World War II, the authors show how reflexive narrative research can be a catalyst for learning for several groups of people on at least two main levels, in relation to the concept of identity. This methodology can stimulate learning for the researchers themselves, both personally and professionally, as well as for the research participants. Also, it has the potential to be a catalyst for learning by people interested in the findings of such research, in this instance students and teachers, researchers working on other projects, those who are "newcomers" today, and those responsible for policies and services to assist them with resettlement.