In this report, transformative learning processes in 10 successful extension staff partnerships involving a campus researcher and a county extension staff member were studied with a methodology that combines grounded theory and case study traditions with a constructivist approach. Data collection activities included a literature review; semi-structured interviews with the partnership members; document reviews; observations of the partners at work; and feedback about the partnerships from the partners, their peers, and other extension staff. The following types of learning were identified as key to the partnerships' success: (1) instrumental (learning focusing on improving performance through task-oriented problem solving); (2) communicative (learning that emphasizes learning for understanding); and (3) transformative (learning resulting in a major change in thinking or perspective where individuals become responsible for their actions, more autonomous, and use clearer thinking when making decisions). The following factors were identified as being conducive to transformative learning: (1) strong partner facilitation; (2) critical reflection; (3) the presence of critical events setting the foundation for change or enhanced transformation; (4) a fundamental difference between partners that is bridged by their common purpose; and (5) a climate of "independence with interdependence" wherein partners retained their autonomy while depending on the other partner to enhance the success of the work at hand. (Contains 12 references.) (MN)