This article is actually a story, a story of our experiences of transforming teacher education. In this story I (Aileen) narrate a journey that led to the development of a completely new two-year initial teacher education programme: the MSc Transformative Learning and Teaching. The story traces my first intellectual connection with the concept of transformative professional learning, and charts how that understanding has grown and subsequently come to shape my work in teacher education in an explicit way. The story goes on to discuss key concepts from research on teacher education, and on assessment, that shaped the MSc programme; a programme influenced heavily by a social justice perspective. My narration, as the then programme director for the MSc programme, forms only part of the story: in an effort to gain multiperspectivity, my story is interspersed by conversations in which Lizzie (a recent graduate of the programme) and Becca (a current year 2 student) discuss their experiences with each other.