Stories and storytelling provide meaning and build connections between individuals. Using various narrative frameworks developed in the medical and career development disciplines, the author makes the case that narrative approaches can be applied to higher education and student affairs contexts. The use and misuse of technology can serve as a barrier when it disrupts the interactions and objectives between educator and student. An overview of narrative competencies--a collection of skills that educators can use with students--is provided in an attempt to more fully listen and honor students' voices. Students can learn to develop "authoring" and "re-authoring" skills to highlight competencies they developed during times of crisis and transition. Two students' stories of how they negotiated a harrowing study abroad experience during the beginning of COVID-19 are shared. The author highlights several examples of narrative-based curriculum and encourages student affairs educators to integrate narrative models into existing and new training programs.