Perspective transformation (the enduring development of a person's understanding, the reformulation of their experience, and new ways of acting in the world) is widely understood to be an important outcome of adult education. Various studies performed over the last 30 or so years since Mezirow's theory was first proposed have confirmed its presence and importance in higher education. However, the question remains as to whether transformative learning takes place in vocational distance and online education--particularly if it's not explicitly promoted. This paper investigates the extent of transformative learning taking place in adult learners studying at a distance, online. Drawing on King's Learning Activities Survey (LAS), Open Polytechnic students (n=499) across seven qualifications (six discipline areas) responded to a survey asking about their experience of perspective transformation. The instrument also sought insight as to how vocational providers of vocational online and distance education might promote transformative learning outcomes in learners. Survey results show evidence of perspective transformation in students to varying degrees that are mainly determined by the qualification being studied. The results also reveal which instructional design approaches and teaching activities might contribute to transformation.