Using the Transformative Learning Theory lens, this qualitative case study examined the experiences of teachers as adult learners in the Northern Bahamas who taught before, during, and after a natural disaster. The initial findings of the ongoing study highlight the challenges faced by teachers during natural disasters, including disruptions to school infrastructure, limited access to resources, and heightened emotional stress. Despite these challenges, teachers demonstrated resilience by implementing adaptive strategies such as flexibility in class preparation, alternative teaching techniques, and collaboration with coworkers and community members. The emotional impact of natural disasters on teachers was also evident, with increased stress, anxiety, and burnout reported. Teachers emphasized the need for greater support systems and mental health resources to address these emotional challenges effectively. However, the study also revealed that teachers learned valuable lessons and experienced personal and professional growth through their experiences with natural disasters. [For the full proceedings, see ED665621.]