The need of being able to foster transformative learning (TL) has increased due to the demands for continuous development in today's work life. Previous research has proposed six core elements to foster TL; however, in these a process perspective is missing. By using an adaptive approach and inspired by action research, drawing on teachers' experiences, the aim of this article is to deepen the understanding of how teachers can create contextual preconditions to foster TL. The empirical data was based on teachers' narratives, interviews with students, and observations from a university course. This article contributes by proposing a framework for contextual preconditions to foster TL by extending the six core elements with a recursive process and activity. To foster TL, the importance of continuously adapting the preconditions to the needs of each specific educational situation is emphasized.