The purpose of this study is to explore the general topic of what it means to implement a transformative approach to teacher education consistent with a holistic philosophy, particularly when working with educators teaching in an "unholistic" professional setting. The exploration will be through a case study of the tenth cohort of the MA program in Holistic and Integrative Education at California State University, San Bernardino, based primarily on a reflective paper that students submitted in the final quarter of their program. Specifically, the study will explore the students' perceptions of the process of transformation and nourishing their inner life during the two-year period they were enrolled in the program.