Narrative inquiry presents the music education discipline with conceptual and methodological territory that is largely uncharted and relatively unexplored: territory whose assumptions and pursuits are in many respects foreign to those of conventional research in our field, territory that offers both intriguing possibilities and difficult challenges. What does it presume to introduce that has been previously neglected or that is otherwise missing? How does it improve on extant research practices? What differences might it make to professional practice? How will its introduction to the field be remembered in years ahead?