This study investigated how New Zealand teachers in Early Childhood Education (ECE) gathered, documented and utilised assessment information about children’s learning. It utilised phenomenological inquiry, with data being gathered through semi-structured interviews with five experienced ECE teachers. Thefindings highlight the complexity of the predominant narrative assessment format used by the teachers: Learning Stories. The strong reliance on teachers’ fundamental competencies and understanding of the writing process was central to narrative assessment. On the other hand, findings emphasised the benefitsof well-written Learning Stories and highlighted interesting ways they can be utilised. This article focuses on two important aspects of ECE assessment. Firstly, the teacher who is the heart of the Learning Story-writing process, and who possesses a complex skillset to connect with people, collect information and articulate an important message about the child as a learner. Secondly, on the Learning Story itself, its benefits and the ways that assessment information can be utilised from them.