Purpose: Unprecedented global challenges of the twenty-first century have highlighted the need for novel programs to train students in the skills necessary to address increasingly complex controversial science issues. Issues-360[TM] was developed as an innovative year-long co-curricular, issues engagement initiative designed to address this need. Design/methodology: Two cohorts of undergraduate students (48) completed three self-reflections over the course of the year. These qualitative measures were inductively coded and analyzed, then triangulated with quantitative outcome measures. Findings: Students demonstrated transformational movement across four levels of learning: "questioning-self," "open-mindedness," "stakeholder awareness," and "critical thinking" (consistent with Mezirow's meta-theory of transformational learning), and acquisition of five skills: "active listening," "emotional regulation," "respectfulness," "empathy" and "confidence." Theoretical implications: This study shows that an innovative curriculum combining Transformational Learning Theory with skills training moves students through Mezirow's 'levels of learning' while also enhancing their controversial issues engagement skills. Practical implications: Evidence-based programing can prepare the next generation of agricultural and environmental professionals with the engagement skills necessary to meaningfully address the controversial science-based issues facing society. Originality/value: In an environment where scientific issues are increasingly polarized, the innovative design of the Issues 360[TM] program enhances students' ability to approach controversial issues with an open mind and the skills to meaningfully engage with others on contested environmental and agricultural issues. Few, if any, studies have demonstrated or tested the efficacy of educational programs combining skills training with Transformational Learning as foundational approaches to develop an effective undergraduate curriculum for controversial issues engagement.