Incorporating autobiography into the classroom has the potential to facilitate reflective and interpretative practices, through which self-understanding and transformative learning may emerge. Bridging theory, practice, and the personal, this paper explores how autobiographical narratives were incorporated into a 9th grade social studies class to create a curricular space which values and embraces student voice, encourages a ethic of care and understanding between students, and embodies both the lived and living experiences. Through this experience students were able to explore their personal relationship to history, assimilate and accommodate new ideas and experiences, and engage in meaningful dialogue about values, beliefs, and perspectives.