Transformative learning theory and practice-based theory both offer compelling but distinct accounts of adult learning. The vicissitudes of individual meaning-making is the focus of transformative learning theory whereas practice-based accounts view participation in social practices as the key to understanding learning. Despite their differing views of the relationship between social context, individual experience, and the processes of learning, transformative learning and practice-based learning theories can be regarded as complementary. In this article, elaborations of practice-based learning theory are drawn on to highlight the learning potential of movement between social practices. Mezirow's version of transformative learning theory is analyzed to disclose a role for social practices in the transformation process. In terms of the concepts of practice-based learning theory, it is proposed that "transformative trajectory" offers a potentially illuminating addition. In terms of Mezirow's theory, it is argued that transformative learning can be viewed as an "inter-practice" phenomenon.