Chapter 10 Narrative learning for non-traditional students: a Model for Intervention in Higher Education 1 Maria Francesca Freda, Giovanna Esposito, Maria Luisa Martino, José González- Monteagudo. (published in English in: M. Horsdal; L. West & L. Formenti (Eds.). Expanding connections: Learning, the body and the environment. Perspectives from life history and auto/biographical narrative research. Odense (Denmark): University of Southern Denmark, ch. 10, 213-237. ISBN: 9788776747473). Introduction This chapter will discuss the use of a narrative device, based on four narrative codes, in supporting and improving learning for non-traditional students at university. We will discuss a European research project, INSTALL, which is researching an innovative methodology, the Narrative Mediation Path (NMP), based on the use of narration. The project has a two-fold purpose: on the one hand it fosters the acquisition of a Key Competence, ‘Learning to Learn’, which is central to the improvement of students’ academic performance; on the other hand, the project seeks to evaluate the narrative methodology designed specifically to develop that competence. We will focus here on theoretical bases of the methodology used, and will illuminate this with reference to a pilot project undertaken with a group of non-traditional students at Federico II University, Naples. Narrative and Biographical Methods in Teaching and Learning The use of auto/biographical narratives clearly has a place in both research and training. As a research instrument, written narratives offer first-hand biographical material