There is valuable scholarship on the importance of teaching narratives in the FYC classroom, but none does so through the frame of vulnerability. This paper explores, through an IRB approved case study, how composition teachers can best guide students to write powerful and well-crafted personal narratives to ignite students’ own voices, histories, and stories to be born, made into art, to enact positive personal and social change. This work will examine how being vulnerable and understanding one’s own story as an instructor has the ability to produce powerful community in the college classroom (Mathieu; Garcia; Parks). Ecocomposition invites this writing experience to be seen through the lens of mindfulness, healing, and the belief that stories hold power to enact cultural change, not only within the writer, but also the classroom and beyond.