In the urban society, which is very homogeneous nowadays, teachers’ discourse seems to be standardized, losing, until certain extent, its richness. In this context, we deal with the validity of the use of the biographical-narrative approach in educational research from six relevant and current issues: (1) Which is the development stage of the research on teachers’ training and what can the biographical approach offer? (2) Is it useful and legitimate to access from an introspective view in the teachers’ lives? (3) Does the personal casuistry that is emphasised from the biographical-narrative approach help or hinder the profesionalization processes of the teaching personnel? (4) Does understanding the professional motivations of the teachers gives different criteria in order to re-orientate the educational policies? (5) Is telling one’s experiences an appropriate way for the transference of good teaching practices? (6) Which are the immediate challenges of this approach? The accumulated experience of twenty years in the use of this approach, the review of the literature and the verification of the public policies that in educational issues are keeping constant in Europe and the OCDE as the scenarios of reference, allow an organized reflection upon the relevance and suitability of the approach.