Recognising a significant return to stories in the history classroom, Holliss and Carroll wanted to think carefully about what this meant for A-level history. While stories had always been present in their classrooms, they wanted to experiment with the methods of the ‘new storytellers’, building lessons, then sequences of lessons, around dramatic narratives in written prose, often read aloud to the class. Some ideas were non-negotiable for these authors. The stories had to come from historical scholarship, narrative pluralism was essential, and there was a need to be explicit about the sources from which the stories derived. This was an initial investigation, so do not expect a simple set of replicable findings. Through this work, Holliss and Carroll raise many important questions concerning the use of stories in the A-level classroom and beyond. They challenge their readers to investigate further in their own classrooms and write the sequel...