The author examined the practice of transformative pedagogy in an undergraduate teacher education program. The research was guided by two questions: What is the impact of transformative pedagogy on fostering preservice teachers' transformative learning? and What practices of transformative pedagogy impact student transformative learning? Transformative pedagogy is defined as an activist pedagogy combining the elements of constructivist and critical pedagogy that empowers students to examine critically their beliefs, values, and knowledge with the goal of developing a reflective knowledge base, an appreciation for multiple perspectives, and a sense of critical consciousness and agency. The data revealed that student participants evidenced transformative learning, including a reconstructed understanding of social studies and shifting dispositions, an evolving critique of traditional pedagogy, an evolving self-examination and redefinition of self and the teaching role, an emerging sense of social critique and an evolving sense of advocacy and social responsibility. The data also revealed that practices that foster transformative learning include open spaces for dialogic learning and immersion in authentic learning experiences.