The purpose of this qualitative study was to explore the significant teaching and learning experiences of ESL teachers around the issues of culture and language. The theoretical framework of the study was informed by transformative learning theory. The study began with semi-structured in-depth interviews with twelve teachers who obtained their ESL certificate from an ESL endorsement program. Sources of data included these transcribed interviews. The findings of the study are organized into two major areas relating to: learning in context and possible dimensions of transformative learning. Findings relating to learning in context highlight two primary areas: negotiating the online learning environment; and the disorienting but beneficial learning experience of the English Language Structure course. The second major set of findings in regard to the possible dimensions of transformative learning include three primary findings relating to: participants' deeper understanding of language and culture, particularly through relationships with ESL students and families that promoted the greater development of empathy; the communicative dimensions of teaching and learning; and the limited dimensions of artistic ways of knowing that were present in the study. The study ends with a consideration of findings in light of the theory and offers implications for theory, practice and suggestions for further research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]