This paper explores ways in which student-teachers in the Lifelong Learning sector are able to draw on fictionalised accounts of their own teaching practice experiences in order to gain a clearer understanding of their models and expectations of professionalism, and of how they, as individuals, locate their current position within the profession as a community of practice. It argues that the translation of experience into fiction--in this case specifically in the form of fairy tales--can be usefully applied in order to enhance and encourage reflection on practice as part of an action research cycle. Drawing on the evidence gathered, the paper goes on to suggest that student teachers' main preoccupation at this stage of their development is not so much with meeting "standards" of professionalism as with questions of behaviours and practices that will lead to a sense of belonging and acceptance; and with the need to transform their status, in relation to the profession, from that of "outsider" to "insider".