Although much done in the name of discipleship and theological education pronounces lofty goals, such as movement from orthodoxy to orthopraxy, in many cases mere doctrinal assent is assumed to reflect deep change. An analysis of discipleship, worldview theory, and certain cognitive approaches to education suggests that worldview-level transformation may indeed be facilitated through classroom theological education if the cognitive structure of the learner(s) is well understood and then appropriately addressed. Subsumption theory and schema theory provide a sound theoretical substrate upon which to build a classroom approach to promoting worldview transformation. (Contains 5 notes.)