In a national contest of story writing in Israel, first-year teachers from all educational sectors were invited to write a story that mirrors their first year of teaching experience. The narrative analysis of the stories sheds light on the hostile and adverse sides of teaching, surfacing novices' sense of impotence in their capacity to act. The stories also shed light on the "human side" of teachers and teaching, reflecting the plots, heroes, and dramas that surround any teacher, regardless of the stage of professional expertise. Implications for the integration of narrative thought within the curricula in teacher education programs are discussed. (Contains 1 table.)