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This paper is based largely on the author's doctoral investigation into literacy, lifelong learning and personal/professional development. Working within the 'new research paradigm' of 'post-positivist interpretive inquiry' (see Caulley 1994) the study utilises narrative, autobiographical and arts-based research methods to illuminate experiential learning and professional practice in a range of teaching/learning and adult education settings. Adopting an innovative and eclectic approach the study adopts psychological, sociological and discursive frames of reference, dealing with personal and social constructions of literacy and identity. The study represents a teacher-researcher's continuing quest for the development of an authentic stance in personal-professional life, a stance which sustains critical and creative energies and which is empowering in both private and public domains.