Research on learning and teaching has shown that learning is often more enjoyable, memorable, and meaningful when knowledge and concepts are organized around descriptions of human situations familiar to students. The evidence for this is clear and compelling, yet many physiologists are unaware of its potential for improving their students’ learning. Narratives familiar to students from their everyday lives pique their interest in physiology and allow them to relate their new knowledge to what they already know. Skiing at high altitude, jogging, donating blood, having sex, and experiencing jet lag are some examples of familiar situations students can relate to. Such stories can be designed to reflect specific cultures, and to place physiology in the context of other biological sciences, social sciences, and ethics. Some situations can lead naturally to pathophysiology and clinical conditions. For example, the physiology of eating a meal is a foundation for learning about nutrition, obesity, and diabetes. Normal sexual function and pregnancy could lead to study of erectile dysfunction or infertility. This talk will articulate the theoretical and research background for using everyday stories and provide examples of their successful use in undergraduate, graduate, and health professional physiology education.