Despite their tremendous tragedy, the terrorist attacks that occurred on September 11, 2001, have also produced a juncture for transformative learning. Several transformative learning opportunities that may enable some adult learners find and use knowledge as the tool to transcend a tragedy into a learning experience have been identified. Although transformative learning is not a panacea for coping with stressful events, it can equip adult learners to "negotiate and act on their own purposes, values, feelings, and meanings." Scott and Mezirow believe that either an incremental or epochal event can provide the impetus that is sometimes required to cause transformative learning opportunities. To Robert Boyd, the transformative learning process goes far beyond cognitive practices and involves the affective, social, and psychosocial domains. It is necessary to acknowledge that adults' primary learning occurs through communicative learning and that this too impacts transformative learning. Critical reflection can and should also be a key component of that learning. Transformative learning can help individuals who have been troubled and disoriented by the September 11 attacks to develop different perspectives on identity, security, justice, and foreign policy issues, as well as to develop a broader, less ethnocentric, and more appreciative understanding of their connections in community and within humanity. (MN)