The purpose of this study was to engage middle school science teachers in collaborative dialogue to understand the implications of partnership values and principles in the classroom to transform their educational practice. Participants investigated issues which prevent partnership relationships in schools and ways to help transform education and society. Participatory action research was the method that guided five participants, including the principal researcher, in their journey for improving their educational practice and their relationships with students, families, and colleagues. The participants implemented partnership principles in their classroom, were observed by a peer teacher, and engaged in collaborative dialogue consisting of three learning conversations. Lastly, the participants completed a survey to share whether they experienced transformative learning. Data were collected from transcripts of the learning conversations and the responses to the survey. Through the learning conversations, participants analyzed the possibilities of implementing partnership education and engaged in transformative learning. Three thematic categories emerged from the data: embracing partnership values and principles, potential of participatory action research as a transformative practice, and the design of evolutionary learning community. The emergence of the conditions for evolutionary learning community was unexpected, but desired and this supported the teachers' experience of transformative learning. Participants' understanding of the K-12 educational system deepened and they were willing to continue to engage with one another to expand the circle and embrace the process as an ongoing opportunity. This study fills a gap between the research on effective educational practices and the methods people utilize to learn, evaluate, question, reflect, and change traditional practices through creating new participative approaches to teaching and learning. It provides an initial participatory framework for schools interested in addressing issues such as collaboration, teachers' performance, and design of a new education system. This study contributes to the understanding of how exposing teachers to transformative learning creates the conditions for the evolution of professional learning communities--for improving educational practice into evolutionary learning communities--as a strategy for transforming K-12 education into a sustainable system. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]