Schein contends that "unless leaders become learners themselves … acknowledg[ing] vulnerabilities and uncertainties--then transformational learning will never take that lead to transformative learning, the authors engaged educational leadership doctoral students in an 'Experimental Simulation', using masked identities in a virtual environment. In order for students to fully examine the 'how' of their knowing--to let go of a set of well practiced 'good student' behaviors and risk personal discomfort required for reflection and transformation, the instruction included the Interactive Learning Model.©" The learning experience offered clear evidence that when individuals engage in experiential learning that disrupts a carefully crafted student identity and that experience is supported by enhanced knowledge of the learning self, facilitated reflection can lead to a marked shift in both learner and leader identity.