The concept of narrative was used to examine the process of transformative learning and explore the possibilities for using narrative as a central construct for theorizing transformation and thereby expanding the possibilities for research and practice. The concepts of narrative used in the analysis were as follows: (1) it moves from past to future; (2) it spans the psychological, social, cultural, and historical dimensions in content and form; and (3) it includes cognitive, affective, spiritual, and somatic dimensions. These concepts were used to analyze the narrative of a woman who was incarcerated for serious drug offenses and was herself an addict. The analysis demonstrates that the method of using retrospective life history that is typically used as the primary form of data when studying transformative learning provides only one perspective on transformative learning and that prospective studies might provide researchers and theoreticians with a new perspective on information on transformative learning. The argument is made that since the incidents that serve as a catalyst for transformation are rarely predicable enough to enable study, other ways of expanding understanding of transformation must be found. Reconceptualizing transformative learning as a narrative process is deemed promising because it addresses some of the problems that accrue when transformation is thought of in constructivist terms. (Contains 12 references.) (MN)