Our current narrative inquiry focuses on understanding the experiences of Canadian children, families, and teachers in an era of growing standardization and achievement testing at the same time as the lives of children, families, and teachers are increasingly diverse. In this paper, through narrative inquiry into a journal entry written by a mother, both her and her young daughters tensions with school curriculum making become visible. Through inquiry into the tensions experienced by this child and mother, and the many children, families, and teachers with whom we engaged in this study, we see that in addition to school curriculum making, another place of curriculum making, familial curriculum making, is also shaping childrens identity making, their writing of a curriculum of their life. Familial curriculum making is the curriculum making in which children engage with members of their families and communities. Attending to the tensions children and families experience as they move between these two places of curriculum making, familial curriculum making and school curriculum making, shapes possibilities for new relationships, new responsibilities, and new tensions in the curriculum making of teacher education.