Increasingly, the use of ideas and exercises designed to promote personal growth, empowerment, and self-reflection is being incorporated into interpersonal communication (IP) textbooks, and presumably IP courses as well. The purpose of this essay is to engage the academic discipline in a conversation about transformative education within the undergraduate IP course. First, the author presents some definitions of transformative education as articulated by pedagogical research. Next, he takes a decidedly personal tone as he discusses curriculum and exercises that he has developed and used over the last decade teaching interpersonal communication. His own approach to transformative education includes three specific objectives: (1) make students aware of behaviors and patterns of sense-making that they were previously unaware of; (2) reframe familiar behaviors and sense-making in ways that reveal something novel and useful; and (3) direct students to focus more on asking their own questions rather than developing answers. Research on teaching life skills, or teaching adults to cope with dramatic life changes, suggests that transformative education is an effective practice for promoting empowerment and change in adult learners (Christopher et al., 2001; Courtney, Merriam, & Reeves, 1998). With the rise of emotional intelligence in research and teaching texts, it appears that teaching students how to reflect on their feelings and experiences may become more common in IP courses.