Today's college classrooms are often comprised of many generations. Millennials, the newest generation to enter higher education, are enrolling in college in larger numbers than other generations. Growth within nontraditional programs, coupled with the increase of millennial students, underscores the need for understanding the learning preferences of this generation. Millennials expect educational technology to be incorporated into their coursework, causing educators to reevaluate their teaching strategies. The purpose of this qualitative descriptive study was to describe how transformational learning activities in an accelerated degree-completion program at a faith-based university in Indiana may influence the learning of millennial students. The theoretical foundation was based on adult learning theory, generational theory, and transformational learning theory. Ten faculty members and three millennial students were research participants. A purposive sample was conducted through a student focus group. Responses from the focus group were used to evaluate the learning preferences of millennials. Faculty members were interviewed using a semi-structured interview protocol to determine which learning activities produced transformational learning among millennials. Course syllabi were analyzed to determine current learning activities. Thematic analysis resulted in identification of five primary themes: Perspective, Application, Collaboration, Reflection, and Self-Understanding. Recommendations for further research and application were also presented. [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.]