This study examines the role of personal narrative for examining, articulating, and sharing stories in the context of social justice education and practice. It is written by five students and their instructor based on an experiential exercise in examining their own cultural backgrounds and sharing that with each other. The analysis combines autoethnography and reflexive analysis in a collaborative qualitative study. This analysis is informed by theory about storytelling, identity and meaning, and social justice that emphasizes the role of power in making knowledge and making peace. Connecting with our own or others' stories of strength and resilience in the face of social upheaval, war, and trauma can be an antidote to what might otherwise be the internalization of a sense of powerlessness, depression, fear, or even shame. Through an examination of both the circumstances faced by past generations as well as individuals' choices in the face of these, we have a greater understanding of the interaction of social structure and human agency. Locating ourselves in a personal and social history in a way that highlights our personal and cultural values can serve as a lantern to guide us and, when shared, to guide others through hard times and also along on the path to social justice. Learning to work with story as an access point to culture is significant for peace practice that is sensitive to local culture.