This paper explores the intersections between private and public settings of narratives and narration: the way that individuals narrate ‘the self’, and the way narratives are created and used. Drawing on critical theory and complexity theory, we analyse the relationship between narrators and facilitators. Empirical evidence is drawn from case studies in two universities, which used in-depth interviews. Questions are posed regarding narrative dynamics, the extent to which contexts can affect the way meaning is negotiated, and the implications for individuals and education. Narratives can provide rich data for learning in higher education institutions, with a strong ontological emphasis over and above epistemology.