We have been looking at new forms of learning and initially our work clustered a number of our respondents into what we labelled 'primal learners'. This was an initial way of naming a group of learners who seemed to move beyond acquisition to learning as a form of becoming or transgressions. These life storytellers story their life as 'a quest, a journey, a search, a yearning' resulting in the coining of the phrase 'learning as yearning'. The process of selfing and most crucially of re-selfing is of great significance in the contemporary world in which 'each person is responsible for their own identity' (Giddens). As we work with the data it becomes clear that what is more common than the absolute of primal learners and more scripted learners is a much more episodic pattern in most people. As we review their life histories we can see episodes where the interior might predominate and at other times the exterior scripts dominate. The work of weaving the interior, exterior and interactive together is undertaken by an ongoing storying or narrative impulse. This we have come to call narrative learning and the paper will review some example of narrative learning in action.