Given the fundamental objective of ESD--perspective change--it is increasingly being aligned with the theoretical foundation of Mezirow's Transformative Learning. In 2008, Sipos et al. built upon this connection by proposing a matrix of learning objectives to assess ESD in formal settings. These objectives, grouped under the title of "Transformative Sustainability Learning" (TSL), call for ESD initiatives to integrate heads, hands and heart (HHH) learning while facilitating a change in outlook and ultimately behaviour. Non-formal ESD is also critical to the agenda for change and has salient unique characteristics. Here a case study of an agroforestry initiative in western Kenya is used to test and adapt the TSL matrix of learning objectives to non-formal ESD. The findings contribute to the understanding of effective HHH approaches to ESD in non-formal settings and refining an effective tool for planning and evaluating programmes that fall within the TSL umbrella.