Storytelling is an important method for removing obstacles to learning mathematics and making lessons understandable. This research aims to analyze primary school teachers' stories written to teach students concepts of problem solving, fluency, reasoning, and understanding skills. The study is a qualitative case study and the participants were 25 classroom teachers. The data was analyzed descriptively using a qualitative program. The results of the research show that teachers can teach mathematical skills and the outcomes in the international mathematics curriculum through storytelling. However, their stories include little reference to the acquisitions of transferable skills that students can apply to other courses, such as interdisciplinary concepts and object modeling. In light of the results, an increase in trainee teachers' awareness of in-service training and undergraduate courses on subjects such as the acquisition of mathematical skills, modeling, and teaching interdisciplinary concepts is recommended. For this, alternative methods and techniques such as storytelling can be used.