Action research, within the context of an ecological education graduate degree, can result in transformative learning experiences for formal and nonformal educators. Encountering layers of hegemony and awakening to relations of power facilitated a profound shift within these teacher-researchers, engendering a newly felt sense of empowerment. Integral to the transformative learning process were opportunities for reflection fostering greater balance between the personal and professional, learning to accept feelings of confusion and disorientation, and evolving a deeper understanding of ecological education. Moreover, this investigation reveals the existence of a synergistic relationship between ecological education, action research, and transformative learning. This kinship is substantiated through analysis of data from four cohorts of students engaged in capstone action research projects.
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