Transformative learning theory is applied in a variety of fields, including archaeology, religious studies, health care, the physical sciences, environmental studies, and natural resource management. Given the breadth of the theory’s application, it needs to be adaptable to broad contexts. This article shares insights gained from applying the theory’s learning domains in the analysis of learning experiences outside the classroom. The discussion is based on empirical qualitative research exploring how individual learning emerges from the intersection of faith and the pursuit of sustainability within faith-based organizations operating in Kenya. Data were gathered through semistructured interviews and participant observation. Chronicling our analysis process, problems encountered, and solutions adopted, we introduce a new introspective domain and explore the interactions among learning domains.
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