Statistics on the success of transformational change efforts within and across organizations consistently indicate a high level of failure, something we can little afford in today's complex world. Transformative learning offers potential for improvement through the practice of intentional dialogue. The purpose of this research study was to develop a theory for increasing the effectiveness of transformational change efforts by examining what happens during dialogue that makes transformative learning possible. The grounded theory method was chosen with the intent of augmenting dialogue and transformative learning theories. Data collection was divided into three phases: a dialogue in which the researcher participated, a second dialogue which the researcher facilitated, and interviews of experts in dialogue and transformative learning. Participants in the two dialogues were purposefully sampled and interviewed before and after their respective dialogues. Data analysis was conducted using the constant comparative method and included transcripts, reflection journals, and video recordings. The key finding of this study was that insight followed by critical self-reflection was a necessary but not sufficient step toward perspective transformation. Personal and vicarious storytelling were identified as different ways of engaging in dialogue, with the former determined to be a means for creating connection and equalizing power. Participants who told personal stories were more likely to experience moments of insight in comparison to their counterparts. Participants engaging in self-reflection and premise reflection were also more likely to experience moments of insight. The grounded theory developed from this research study offers an alternative path to perspective transformation that differs from perspective transformation in transformative learning theory. It identifies moments of insight as gateways to perspective transformation and recognizes personal storytelling, premise reflection, and critical self-reflection as critical meaning making tools. It integrates theories across several disciplines, creating a foundational framework from complexity and chaos theories and constructive developmental theory. This new perspective offers the potential for greater success with transformational change efforts. Directions for further study include the connection of adult development level to the capacity for insight, assessing readiness for learning in adult settings, and whether a mindfulness practice can build capacity for dialogue and transformative learning. [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.]