This paper reveals the extent to which undergraduate students demonstrate transformative learning whilst on international fieldwork in Barcelona, Spain. Groups of students create a series of discrete active learning situations that allow them and their peers to engage more fully with their locale and in turn experience a deeper understanding of "place". Reflective field trip notebooks are used to capture the experiences of students. Results show that through the use of the affective domain (Krathwohl's taxonomy) and applying cyclic experiential learning (Kolb) combined with critical reflection (Mezirow), students demonstrate progression and, in some cases, regression along Krathwohl's taxonomy.