The purpose of this study was to explore the cognitive adaptation processes of African immigrant women who are professionals. Theories of transformational learning and social cognitive theory were employed to examine cognitive restructuring motivated by learning among women immigrants. The research investigated underlying agentic perspectives and affective states in the women's development in the United States. It asked questions on what informs the cognitive processes of African immigrant women who are professionals and how the women negotiate their roles within their microsystems. The dissertation probed into the function of prior knowledge and the theory of mind in the preparation and outcome of change among the immigrants using a grounded theory method. Thirteen African immigrant women who were recruited via purposive sampling were interviewed. Through constant comparison and thematic analysis, a theoretical model of the development of the women evolved. Complex cognitive process like integrative complexity, cognitive flexibility, and cognitive adaptability were found to be significant to cognitive restructuring. Functional and cognitive adaptation were found to be context-restrictive relative to individual development within the collective system. This research joins the interest in cognitive processes of immigrants and its implication for educational research, adult learning and development, and immigration policies. Findings are presented to provoke further discourse on the implications of theories of transformational learning, social learning and cognitive adaptability among immigrants on immigration policies, educational research, and healthcare. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]