Description: The career as a university lecturer often starts with a practical experience. University lecturers have acquired some theoretical knowledge of learning and teaching sporadically; only few university teachers possess a systematic theoretical background for teaching. The basic patterns of acquiring teaching skills indicate independent learning from practical experience. During the course " Learning and Teaching at University" university teachers are encouraged to carry on with writing and reflecting on their teaching situations. They are encouraged to use different forms or different kinds of reflection tasks. The course offers a number of opportunities to the academic staff to perceive various methods and strategies (such as narrative of teaching situations, free writing, letter to the teacher, personal letter, learning diary, portfolio, discussions, sketches, etc.) to analyse personal teaching experience and activities. One of the assignments during the course is to compile a narrative of a teaching situation from one's teaching practice. Methodology: Narrative analysis Critical discourse analysis Conclusions: This presentation introduces the research based on the analysis of these narratives of teaching situations. This analysis enables to find out which cases and situations have been meaningful and for which reasons, which are the main issues/problems that the university lecturers choose to reflect on. Another important thing in the analysis of the stories is to understand and interpret the important aspects of the narrative - what the storyteller (university lecturer) wants to be convinced in through telling the story or what he or she wants to prove to the listener.