In this paper we use Transformative Learning Theory as a lens for making sense of teachers' learning from study visits to the Global South. Transformative Learning theory is made up of two main elements: the form of transformations and the processes that support transformations. "Life changing" experiences as expressed by study visit participants have been interpreted as transformational, but questions about who and what are transformed, and whether this is at the expense of the "Other," are rarely addressed. Drawing on data from a project investigating study visits for UK teachers to Gambia and Southern India, we analyse the "form" that changes take and discuss whether these can be seen as transformational. We argue that without an explicit focus on relational forms of knowledge about culture and identity, self and other, the potential for transformations in how we relate to, and learn from, each other in postcolonial contexts is severely diminished.