This update to Mezirow's Transformative Learning theory seeks to advance Mälkki's enhancement to the emotional dimension in phase one--the disorienting dilemma--by proposing the need for a complete grief process (as theorized by Kübler-Ross), to support movement from Mälkki's conceptualization of "edge-emotions" to a "comfort zone," thus removing a barrier to a successful transition to phase two and three--self-reflection and critical reflection--the latter considered essential to the transformative learning process. The authors also seek to stimulate new thinking about this topic in the literature; catalyze future empirical studies focusing on barriers, microprocesses, and phasic transitions of Mezirow's theory; and identify adaptive strategies to facilitate the transformative learning process.