A B S T R A C T Using multiple means of expressing stories about observations, ideas, emotions, and activities can expand a researcher's opportunity to better understand the complex narrative participants construct about how they experience life events. This article includes a description of three types of narrative texts (written, spoken, and visual) and an analysis process that includes a variety of readings for each type of text as well as a relational reading for a combination of texts. A narrative research study is used to illustrate the model. Discussion includes the challenges and benefits of using multiple texts in narrative research and suggests other forms of research design where multiple texts may be appropriate. K E Y W O R D S : counselling psychology, multiple texts, narrative research, visual methods, qualitative analysis, witnessingStudying narrative texts aids the researcher in understanding how participants experience, live, and tell about their world. People construct and understand the world through stories (Bruner, 1990;Polkinghorne, 1988), and as Richardson (1997) asserts, narratives are able to act both as a 'means of knowing and a method of telling' (p. 58). In this article, narrative texts can be any type of text where a person relates a story in a particular medium, such as in words, imagery, sound, movement, or any combination of these (Bal, 1997;Bruner, 1990;Polkinghorne, 1988). When stories are told in these ways they attempt to preserve a particular perspective of life or an event in action. With a variety of options available for constructing stories, the narrator's identity, perspectives, and choices form each text and deepen the meaning that they are attempting to convey. For example, events can be ordered in specific ways in a written text, illustrations or photographs can emphasize unwritten details, and discussion can focus attention on key issues of personal importance.In education, it is common for teachers to use multiple texts to instruct students about a specific topic. The more perspectives students are exposed to, the more likely it will be for them to have a greater accuracy in, and complexity of,