This paper focuses on the development of narrative skills in the acquisition of Greek as a second language. Ιt investigates the means for expressing two types of temporal relations, sequence and simultaneity. Beginning, intermediate and advanced Albanian learners of L2 Greek were asked to tell a story based on a silent animated film. The analysis revealed that marking of temporal sequence appeared earlier than marking of simultaneity. Beginners relied upon lexical aspect to advance narrative time, at least when their vocabulary allowed them to, while intermediate learners mainly used past perfective verb forms and temporal adverbs. Advanced learners made use of the lexical aspect of eventualities as well as of inflectional morphology. Simultaneity was marked by employing a variety of means, but often ineffectively at both the beginning and the intermediate level.