This paper explores some of the challenges that are involved in facilitating transformative learning. It presents a framework for practice that considers transformative learning from the perspective of the facilitator. These ideas were developed through a doctoral study in which adult educators were interviewed about their experiences in facilitating transformative learning. The framework comprises four components: confirming and interrupting current frames of reference, working with triggers for transformative learning, acknowledging a time of retreat or dormancy, and developing the new perspective. Using the four components of this framework for practice, I outline a series of questions for refection. Through detailed refection on aspects of program design and the interactions in the learning group, we can further our knowledge about the transformative aspects of our programs.