It has long been recognized that life history method has a lot to offer to those engaged in social research. Indeed, right from the start of the 20th century, eminent sociologists such as W.I. Thomas, C. Wright Mills and Herbert Blumer have suggested that it is the best, the perfect, approach for studying any aspect of social life. In recent years, life history has become increasingly popular with researchers investigating educational topics of all kinds, including: teachers' perceptions and experiences of different areas of their lives and careers; curriculum and subject development; pedagogical practice; and managerial concerns. This work sets out to explore and consider the various reasons for this popularity and makes the case that the approach has a major and unique contribution to make to understandings of schools, schooling and educational experience however characterized.