In this article, I examine the changing perception of craft activity since the Industrial Revolution and explore how the social values imposed on craft processes have impacted their effectiveness as tools for learning and self-transformation. Situated within a social constructivist framework, this article suggests that learning occurs as the result of a dynamic interchange between individuals and their social environment. The creation of craft objects enables adult learners to act on, and solve the problems of their immediate environment while also providing meaningful learning that facilitates personal and social transformation.