This study emphasizes the importance of faculty development and training as a means to prepare faculty to design the capstone course as a high-impact educational practice. Specifically, this research explores transformative learning in the capstone class as a vehicle for reflection on personal and professional ethics. Students enrolled in a capstone class within the communication discipline served as participants, and data consists of student essays about ethics. Data analysis revealed three major themes related to how students' education impacted their views on ethics and three major themes emerged related to changes students experienced related to ethics.