In this paper the extent to which stories and personal narratives can and should be used to inform education policy will be examined. The paper will address the complexity of educational policy making and key issues relating to research within the personal qualitative approach. The fundamental question of warrant and level of confidence, and the epistemology of the particular and context dependent in contrast to the universal will be explored. The moral dimension of the role of personal qualitative research is highlighted by the unique potential and character of the knowledge gained through personal qualitative research. It will be argued that if 'little stories' do indeed help refine the grand narrative, if understanding individuals' subjective meanings is crucial to understanding society, if public issues can only be fully understood by relating them to private troubles then personal narrative research (conducted according to criteria) not only can but should influence policy. In the final section it will be suggested that personal qualitative research will be more or less appropriate for different levels and subjects of policy. Some examples of current good practice will be noted along with observations of where the scope of personal qualitative research could be extended.