'Love' was chosen as our topic after we had noticed that many teachers used the word 'love' when talking about relational ethics. One of them was Helena, the teacher to be discussed in this paper. We have been interested in how different stories can be used as reflective tools and what and how they tell about love. In Helena's autobiography, we discovered three critical phases at which love was manifested in her moral horizon: to learn to love by being loved, to learn to love pupils and love as struggle. In her diary, we identified two aspects of love that she reflected on through bodily descriptions: love as interaction with children and love of oneself. Based on Helena's interviews, we identified two dimensions through which love was reflected in the frame of change at the classroom level: the curriculum and time and power. The three different narrative ways to reflect on love indicated that, in order to understand reflection and the reflective practice, we need to hear different stories.