In this article, the author provides an overview of the roles and attributes of emancipatory adult educators. He presents a review of the literature that discusses the inherent characteristics of storytelling that facilitate or inhibit learning and social change. The author describes the study's methodology. Brief portraits illustrate the social change work of five adult educators employed in varied contexts. The discussion presents an analysis of the study's findings and clarifies key practices employed to make storytelling effective in creating change. In conclusion, the author points to applications of storytelling relevant to others engaged in social justice projects in neighbourhoods, educational settings, religious institutions, and community organisations.