In this article we elaborate a case where citizens were encouraged to discuss an environmental policy plan within seven focus groups. In line with this experience, we raise two questions about the deliberation process we tried to support. First, how to understand the importance of narratives as sources of civic learning? Second, how can a narrative understanding of civic education challenge current practices of citizen participation? Our answers to these questions are grounded both in the practical context of the seven focus groups and in a more theoretical endeavour to understand policy planning as a particular educational practice for citizens. (Contains 2 tables.)