This research inquires into the use of stories by vocational teachers. These stories are of interest because they are a fundamental feature of both the subject content and the social structures of vocational classrooms. The trade experiences of vocational teachers are brought to the classroom through stories. These stories have a secondary effect of shaping the identity, social and cultural connections. An awareness of the secondary influences of narrative can improve reflective practice particularly for vocational teachers who rely on narrative. Ten vocational teachers were interviewed about the purposes and functions of narrative, in order to confirm the central role of stories, and the teacher's awareness of its implications on both subject content and classroom structures. The results indicate that there is a need to further understand the role of narrative in vocational classrooms. This understanding would benefit both the literature on narrative and education, and the theoretical understandings within vocational classrooms.