This case explores the use of feminist memory work with working-class women social science students, who narrated and interpreted what helped and hindered them to study at university. Gender and class sensitive, this method involves participants writing stories and then narrating them to other group members who collectively analyze the body of stories produced. We demonstrate that there are considerable benefits made possible through this method, but also note some limitations, including limits to our application. We conclude that feminist memory work is particularly relevant to researchers wanting to invite devalued groups into collaborative and politicized research processes that allow the personal and political dimensions of experiences to be connected. [This content is provided in the format of an e-book.]