Higher education faces heightened scrutiny regarding student misconduct, but collegiate disciplinary processes often have minimal impact on students. Their ineffectiveness is partially attributable to the absence of a conceptual framework that guides conduct administration by linking theory, practice, and outcomes. This article presents a framework: the model of transformational change for moral action (MTC), which integrates moral development theory, the transtheoretical (stages of change) model, and transformational leadership. By aligning evidence-based practices, the MTC centers the developmental needs of students, harnesses dissonance to promote positive change, and ultimately converts student-offenders into moral actors and conduct officials into moral agents.