The preservice teachers who participated in this study were first semester seniors in a Social Studies Methods class. The study took place in the second year of a university/public school partnership program between the elementary education faculty at Indiana University South Bend and teachers at six schools within the South Bend Community School Corporation where education students participate in field placement classes. The traditional lesson plan was reframed as a story, in the hope that stories would provide a means for preservice teachers to interpret and reinterpret teaching events. It was also hoped that by using a story format to plan and reflect on teaching, students would create an image of instructional activities with children as the focus. Step one consists of writing a lesson plan containing the elements of setting, characters, and plot. Step two is the actual teaching of the lesson, using the predictive story as a framework for the who, what, and where of instruction. After the lesson, step three is rewriting the story and describing what actually happened, with the second story becoming a description of the instructional sequence. Analysis of the process showed that the story lesson plan seemed to help preservice teachers anticipate learners' responses, allowed preservice teachers to express their personal concerns about teaching the lesson, and helped them focus more on learners. (Contains 25 references.) (JLS)