It was week three of the first semester of the author's Master of Teaching degree at Monash University in Melbourne, Australia, and already lecturers were talking about first assignments. In the English method unit, students were required to write a reflective autobiographical narrative inquiring into particular critical incidents from past experiences in the English classroom as a way of conceptualising the impact of English and literacy teaching on their own evolving professional identities. The play presented in this article contains accounts of real events rendered to form the author's version of the truth through an exploration of moments in her history through storytelling and memory. In this version, the author has recreated events and conversations from her past, using what narrative methodology theorists Doecke, Turvey, and Yandell (2016) call "memory work." Through the invocation and reconstruction of memory, the author and others who write in this genre (Doecke, Turvey, & Yandell, 2016), engage in the act of writing from the "historical imagination," immersing themselves" in an inquiry that has yielded unexpected insights into situations as educators and historical actors." Through a combination of memory and history, the truth becomes somewhat diaphanous, shifting focus to the derivation of meaning in the making of themselves as teachers and writers.