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Active learning strategies have proved effective in changing behaviors and encouraging continuing professional development (CPD) in nursing. Narrative pedagogy in particular has demonstrated its usefulness in this regard. This article describes narrative pedagogy through the lens of learning activities conducted in the classroom and in the course of practicum and CPD experiences. It also examines the challenges associated with implementing such activities and how to meet them. This includes not determining the content of activities completely in advance, specifying that the content to be discussed is not entirely known, that additional research could be required, and that different options are to be explored, allowing students to express themselves freely, and tolerating moments of silence. Current and future teachers are urged to experiment with this novel teaching and learning approach that is grounded in phenomenological research and shows strong potential for the development of nursing science.