We explored the effects of a non-traditional Master of Education Professional Development Learning Community program on its students at a mid-size Midwestern public university. Two primary questions in this study were: 1) Is the term transformative learning justified in describing program outcomes? and 2) To what extent did practices of our program approximate those recommended by transformative learning advocates? We solicited transformation stories from program faculty, staff, and students. Outcomes expressed were consistent with transformative learning concepts found in educational literature as were the educational environments and practices characterizing our program. Results indicated more than one-third of the stories as gains in “confidence”. The role of emotion and alternative views in transformative learning outcomes were also presented.