Narrative identity has become an increasingly popular area for study, especially in the classroom. This study aimed to explore storytelling as connected to identity in the classroom. I collected qualitative data in the form of stories and interactions from two focus groups with 8 participants. From this qualitative data, I found that storytelling, as an inherently social practice, can be a window into students’ figured worlds. Specifically, I found that storytelling with peers can highlight an individual’s knowledge of their relationships; that stories inform the self and the self informs stories in a reflexive pattern through social interaction; that retelling well-known stories can show connections and relations of students to characters; and that school situates the structure of a specific type of story. My findings underline three important aspects of using storytelling as a relational practice for building teacher-student trust in the classroom: suggestions for leaving prompts open-ended, responding with encouragement rather than directions, and knowing that every story is informed in a social context.