This study argues for the need to collect data on the interaction of imaginative processes and moral and ethical qualities of narrative. It locates the curricular context of experiential narratives and provides a narrative illustration of key terms from a moral theory. It reports on research in which experiential narratives were told to grades 7-10 students and describes student reactions to three speakers' narrative accounts. For the students the encounter seemed to be an experience in imaginative resourcefulness within moral and ethical territory. Prior experiences were called up and likely modified. The moral impact of the encounter came about through a specific interaction between the narrative world offered by a speaker and the existing imaginative repertoire of a listener.