Set against the backdrop of institutional contexts that are marked by complexity, uncertainty and rapid change, the topic of how teachers can learn and grow from one experience-of-practice to the next is of topical interest. Using multimodal text analysis, this chapter makes the case for using digital stories as a professional learning opportunity for teachers working together in a small community of practice called a ‘storytelling circle’. We argue from research study evidence that the decision making involved in using semiotic resources (written and spoken words, images, photographs, sounds, music and motion video) to create self-representations and expressions of professional practice promoted reflective and reflexive thinking and actions. The learning involved, we posit, was uniquely responsive, personal, social and communicational. Finally, we discuss how digital storytelling has the potential to impact teachers’ work and personal lives more extensively.