The purpose of this paper is to explore the journey of the scholarship student as he or she becomes a responsible scholar. We present three narratives, each one providing a different lens through which we view the journey of the scholarship student. We use transformative learning (as expounded by Mezirow) as a framework to discuss this transition, assuming that becoming a responsible scholar is the goal we have in mind in higher education. Hoggart's and Rodriguez's works contribute to our understanding and illumination of this transition. Foucault's examination of self-disciplinary power and the Jungian notions of the shadow and soul help us discuss different facets of the journey. Based on discussions of the framework and the individual stories, we suggest implications for teaching and learning.