Software regression testing is a core practice in professional software development, yet students often struggle to explain its purpose, scope and role in automation beyond basic definitions or tool usage. This paper examines a character-driven instructional intervention that presents regression-testing reasoning through a coherent narrative centered on a recurring protagonist. The paper describes the design rationale of the narrative, the associated instructional video and written task and a mixed-methods evaluation conducted in a master’s-level Advanced Topics in Software Testing course. Data sources include pre- and post-test, open-ended responses, written task artifacts, and a post-activity feedback questionnaire. Students rated the narrative video highly in terms of clarity, engagement, and perceived learning value. Their written explanations of regression testing after a feature update reflected conceptually appropriate causal reasoning, linking change, risk, testing scope, automation, and consequences. Qualitative feedback further suggests that narrative elements supported reasoning organization, and helped reduce initial intimidation. Overall, the results indicate that character-first storytelling can function as a lightweight conceptual introduction in software testing education, particularly when narrative constraints are aligned with professional reasoning practices.