By honoring the narrative complexity of personal identity, adult educators can assist older persons in the process of autobiographical learning, that is, learning about themselves and from themselves by reflecting on the stories through which they have defined themselves across the years. In this chapter, the author aims to sketch a conceptual model with which educators, using reflective activities in their work with older learners--journal keeping, memoir writing, reminiscence, and the like--can envision (and value) the learning they facilitate as autobiographical learning, and the work they help their learners do as storywork. The model the author has in mind revolves around three key concepts: text, time, and transformation.