While case studies and narratives are often used in teacher preparation programs, the focus of these materials is usually upon the examination of effective strategies in instruction, assessment, and classroom management. The investigation described in this article examined the value of teacher stories about professional interactions for both the writers of the stories and the future teachers who read the stories. Following this is a description of research designed to investigate the power of narrative (stories) to foster reflective thinking about "professional interactions" between teachers and: (1) students, (2) parents of students, (3) principals, and (4) fellow teachers.