In Portugal there's an old tradition of acceptance of students from previous Portuguese colonies as Brazil, Timor and some African countries. University teachers are usually confronted with the difficulty of understanding those students' special way of dealing with learning objectives, with every day problems or life itself. Even thought teachers and students speak the same language, the way one and the others deal with reality is not configured the same way, most of the times, not even similar.We'll try to show the importance of the way individuals organize their narratives about life.We'll show interviews with one student of each of the 8 countries that speak Portuguese and the narrative we've constructed about each reality to organize an alternative point of contact of all countries and different ways of living.It's our goal to organize a special curriculum to confront University teachers with that particular students' situation as they are not Erasmus' students but also not Portuguese students.We'll show the importance of ones narrative with the respective social and cognitive foundations (students' perspective and emotional impact of the way they recognize themselves in a foreign country and deal with it. Teachers' perspective and emotional response towards a different work challenge as those students indeed are). We'll propose a new curriculum content to prepare university teachers to improve their teaching role in order to develop students learning ("story telling" and one's life experience and personal life impact reckoning)We'll try to answer how does the mind construct and represent ones stories? And how does the narrative integration of personal identity occur and how to deal with it.