Although considerable research has examined the use of literature in the second language (L2) classroom, there has been less investigation into the integration of learners' personal stories in the English as a second language (ESL) classroom. Following Wajnryb's (2003) categorizations of story as language learning, genre, and the creation of what she termed a "storied classroom," this study explores the ways in which learners' stories are used in the ESL classroom. Five ESL instructors and nine adult ESL learners enrolled in ESL classes at a settlement agency in Edmonton were interviewed about the practice, benefits, and challenges of incorporating personal stories into the L2 classroom. Participants perceived that story promoted language learning, an understanding of genre, and community building, while also enhancing authenticity, affect, and motivation. This article provides guidelines and recommends resources for using personal story in the adult ESL classroom. (Contains 1 figure.)