This study describes and analyzes teachers written and interview stories of their experiences in school. Particularly, we were interested in teachers' narrative identity expressed in the stories and its relations to pedagogical orientations and typical practices in school instruction. The data were collected with written essays (n=94) and interviews (n=25). Half of the group experienced primary and secondary teachers having more than ten years of experience. The other half was student teachers specializing in science and math teaching at secondary level. Results of the study showed that teachers' identity narratives could be categorized as analytic (analyzing oneself and others as an outsider), reflective (analyzing one's own practices and thinking as a participant), contextual-emotional, and socio-cultural. Teachers' narratives on their teaching practices could also be categorized into four, namely, stories in which they described a) preferences of maintaining traditional, face to face teaching roles, b) empathetic positioning towards students learning problems, c) importance of discourse and interaction in the instructional situations and d) importance of socio-cultural creativity among teachers in developing school practices in individual schools. Overall, narrative perspective to identity and teaching orientations and practices seems to be fruitful in understanding the complex schools discourses.