This study explored the nature of transformative learning experiences among global executives who participated in Quest program, a learning journey program designed to facilitate shifting mind-sets and worldviews through 1-week intensives in countries such as China. A mixed methods, multiple case study approach was employed. First, a secondary analysis of existing documentation on China Quest participants yielded 10 particular individuals who displayed convincing evidence of what one might describe as "transformative learning." Next, semistructured interviews were conducted to uncover more fully the nature of each participant's experience and possible triggers that might have elicited transformative learning. Participants from 7 countries of origin (5 men and 5 women) reflected both business and nonbusiness societal sectors. The analysis revealed that 7 of 10 participants clearly displayed transformative learning emanating from their China Quest experiences. The nature of their experiences is displayed through an application of selected concepts that arose from a critical review of transformative learning theory, intercultural inquiry, and critical reflection through the lens of Confucian thinking. The overarching outcomes are organized as an illuminated understanding of self, and illuminated understanding of others, leading to significant shifts in participants' belief systems and worldviews. The findings highlight the relevance of private and open reflection, cognitive, affective, and deeply connected experiences. It is evident also that contextual precursors (such as a safe place to share and vulnerable moments) were essential factors in fostering the possibility of a transformative experience. The empirical evidence challenges the current attitude within transformative learning theory that such shifts are either epochal or incremental. The study shows that it is the feeling of time as compacted rather than total time on task that mattered. The research also reinvigorates critical reflection as a regular practice and the value of reflecting in silence, a central component of Confucian teaching. The study concludes by advancing a new model for Leaders' Quest learning journeys that includes informative learning, bracketed time, and lived experience as emergent components that are not well developed in transformative learning theory. This reflects the efficacy of applying rigorous empirical case study to topics relevant to emerging scholar-practitioners. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]