The purpose of this investigation was to identify components that might logically be included in a model transformative correctional education program aimed at making correctional education programming within the New Mexico Corrections Department (NMCD) more effective. Grounded in current theory and research, this investigation relied on a non-empirical critical analysis methodology to identify components for the model program. Findings of the research yielded six components: (1) "designated correctional education enclave"--a reserved performative space that advances transformative learning in a humane institutional environment; (2) "transformative classroom climate"--a safe learning space that cultivates transformation via tenets of mutual respect, support, motivation, autonomy, self-efficacy, and strong bonds; (3) "access to digital tools and technology"--the authorization given to incarcerated students to use the Internet, personal computers, tablets, email, and other digital technologies; (4) "innovative modes of content delivery"--online courses and in-person peer-driven instruction offered to provide incarcerated students with flexible, cost-effective, high-quality learning experiences; (5) "contemporary content"--curricula that is sensitive to student needs and advance 21st-century skills; and (6) "auxiliary content"--learning opportunities that supplement core academic disciplines to provide offenders with greater learning opportunities and increased potential for positive postrelease outcomes. [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.]