This paper offers a narrative of ideas, events and opinions addressing the underexposed area of storytelling in tertiary mathematics. A short discussion on storytelling is followed by a brief account of the history of storytelling. Features of stories are discussed as well as options for when a story should be told and the requirements of a good story. The main thrust of the paper is a personal account of experiences of storytelling in a tertiary mathematics classroom. The study involves a large group of engineering students doing a calculus module. The storytelling discussed in this paper takes the form of a structured activity in a specific timeslot. Student feedback presents an unexpected angle, deviating from the intended purpose of entertain, inspire and educate, namely, giving a perception of caring from the teacher's side.