''Stories do not simply contain knowledge, they are themselves the knowledge'' (Jackson (In: K. Eagan, H. McEwan (Eds.), Narrative in Teaching, Learning and Research, Teacher College Press, New York, 1995, p. 5)). How can we teach well? Perhaps we can find answers through our stories from the classroom. It is through our stories that we make sense of our experience. The potential for shared meaning runs through our stories and when we share them with our community we put forward the possibility to enrich and enlarge each others' experiences and understanding of teaching. Stories are knowledge, but as reflective practitioners it requires us to look more closely at the stories we tell in order to get at a deeper understanding and then make small discoveries about our practice. This writing attempts to demonstrate that two-fold narrative process of story and reflection.