Theological Education by Extension (TEE) programs seek to equip believers for a godly life and ministry through studying materials at home, discussing content with other students in regular meetings, and applying the knowledge to their lives and ministries. It is possible for TEE programs to impact students behaviorally, affectively, and cognitively while leaving the fundamental worldview of the students unchanged. TEE facilitators would benefit from a greater understanding of how to help students engage with the assumptions that form their worldviews. Perspective transformation is a theory within andragogy which explains the process of how adults engage and transform their worldview when encountering new knowledge or experiences. This research sought to determine if the integration of the perspective transformation process into a TEE program would lead to deeper learning and worldview engagement by the students. To help TEE facilitators integrate the perspective transformation process into the TEE program, five Perspective Transformation Questions (PTQ) were developed based on the literature review and were used by facilitators each week in their TEE classes. The hypothesis was that there would be a statistically significant increase in critical reflection, an indicator of engagement in worldview transformation. The instrument used to assess the students' level of critical reflection is the Course Questionnaire (Kember and Leung, 2000). The quantitative research followed the experimental pre-post design. TEE students took the Course Questionnaire before the intervention and again after four months. The hypothesis testing procedure employed the t-test for dependent means to analyze the mean pretest and posttest critical reflection scores from the Course Questionnaires. The results of the analysis showed that the integration of perspective transformation into a TEE program over the course of four months did not show a statistically significant increase in their critical reflection scores (p = 0.097). Further analysis which grouped the students by their levels showed a statistically significant growth in critical reflection scores for certificate (p = 0.027) but not for diploma (p = 0.07) students. [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.]