Given that the nature of narrative has gone largely unexamined in music education literature, the purpose of this philosophical inquiry is to consider whether narrative creation and telling might be more inherently liberating or confining than Bowman (2006) suggests. I argue that narratives are ordered, temporarily frozen accounts of complicated prior experiences that individuals justify within prevailing ethical norms. While individuals may feel liberated during the process of forming and telling self-stories, narratives inherently resist emancipation. Subsequently, I examine the nature of affective moments and their relationship with narrative. While both narratives and affect theory-inspired writings represent reality, the latter emphasize sensations and mundane encounters not embedded within a clear plotline. Affective moments serve a crucial purpose in our contemporary precarious and emotionally charged world. Affective moments involve interruption, illuminating the distinction between now and could be. As such, the potential for emancipation, although not necessarily its realization, is an inherent part of affective moments. I end by discussing possible implications for qualitative research, including potential resonances and uncertainties.