The need for knowledge and understanding of inclusive practice is now required in higher educational contexts as increasing numbers of students with special educational needs enter the university system. This has implications for university teachers whose background knowledge and experience of teaching students with special educational needs is limited. This article explores four narratives by university lecturers of their experiences of teaching English to groups of learners with various learning and physical disabilities. Analysis of story data suggests that despite limited formal knowledge, training or experience, storytelling allows teachers to construct an understanding of inclusive practice that extends beyond their own personal and professional knowledge and experience. Implications for the value of a narrative approach to teacher development are presented. (Contains 1 figure and 1 table.)