This book emerges from an extensive research project into the area of transformative learning in theology in the Australian context. The project was stimulated by the recognition of the rich prior life experience of the typically older students enrolling in undergraduate theological degrees and the common claims made by various theological colleges that they provide a transformative educational experience. It set out to test these elements against the actual experience and aspirations of students, educators and stakeholders. Over 50 teaching campuses and 700 people provided input into the research by means of interviews, surveys, focus groups and documentary analysis.