While research about mentoring in higher education is extensive, studies focused on mentoring in Asian higher education are limited and few address mentoring in Asian theological education. In recent years there have been calls for theological educators in Asia to recognize and affirm that their faculty role also includes mentoring adult learners, yet few faculty-student mentoring models in Asian theological education are available for consideration. This grounded theory multicase study seeks to understand and explain how 19 graduating students and 21 alumni of an Asian seminary described the impact of their participation in faculty-led mentoring groups during their seminary experience. The two cases (graduating students and alumni) were distinct, bounded by time and institutional life stage. A 2-tier sampling process was utilized for this study. The first tier of sampling identified the 2 bounded cases. The second sampling tier incorporated a standard, purposeful, qualitative sampling strategy to identify participants. Data analysis included initial, focused, and theoretical coding. The central understanding to emerge from this study is that participation in faculty-led mentoring groups was a liminal experience that drew Asian seminary students into a relational mentoring process. The process of reframing mentoring schema, developing relational connections, immersion in holistic engagement, experiencing embodied learning, and development of relational caches interacted to create conditions for transformative learning. Based on themes that emerged from the data and the theoretical discussion, it can be concluded that relational mentoring within the liminal environment of theological education created an environment conducive for transformative learning. This study identified gaps in the literature and contributes the voices of participants from 11 Asian countries to the theory and discussion about relational mentoring, liminality and threshold concepts, as well as transformative learning. It also identified practical implications for theological educators in Asia and elsewhere who may mentor adult learners from predominantly collectivist cultural backgrounds. [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.]