This paper reports on research that has explored the use of narrative as a pedagogical tool in pre service teacher education. Specifically, we pursue the use of narrative to engage with pre service teachers’ embodied experiences [their lived body] and the ways in which these experiences are in turn currently influencing their ‘living bodies’ in regard to what Health and Physical Education (HPE) is and how it should be taught. Data in the form of an assemblage of pre service teachers’ narratives are presented to show how both the lived and living body contributes to thoughts and ideas about HPE. Discussion also reflects on the pedagogical merits of using narrative in pre service teacher education. We contend that narrative has a potentially important role to play in pre service teachers coming to better understand their bodies and can assist in moving them beyond what they experienced as HPE as school students.