The purpose of this qualitative case study was to explore the ways that a change in perspective can create a better understanding of cultural identity. This study addressed: (1) How does a self-awareness transformative learning experience develop critical cultural competence in career and technical education instructors?; (2) How does the practice of critical reflection construct career and technical education instructors' ability to develop self-awareness of critical cultural competence?; and (3) How does involvement in critical discourse construct career and technical education instructors' ability to develop self-awareness of critical cultural competence? A three-phase professional development experience rooted in multicultural education provided key elements of transformative learning.