This chapter examines the theory and practices connected to narrativity in an educational context. Narrativity can offer a viable option to understand processes related to learning, not only in an epistemological context but also in a deeper existential context, i.e. related to identity work. The main focus of this chapter is to define what narrative learning is and its potential in education, especially in worldview education. Narrative learning refers to three different levels of processes: (1) the holistic process of constructing a personal and collective identity in the interaction with the cultural stock of narratives, (2) meaning-making processes that construct experiences and knowledge into a meaningful whole, which often takes the form of narrative and (3) modes of narrative learning, i.e. listening, telling, recognising, contextualising and reflecting narratives (Keränen-Pantsu, 2023). All the processes are briefly discussed and after that narrative learning is viewed as a part of cultural literacy and as a pedagogical approach.