This study examined the lived experiences of educators who reported a transformation in their pedagogical beliefs and practices as a result of the transition to fully online learning during the COVID-19 pandemic. Mezirow's transformative learning theory was used to guide this research study. The transformative learning theory outlines a process of accommodation by adults that leads to enduring attitudinal and behavioral changes in the individual. A phenomenological study was conducted with participants who reported that they experienced a transformation to their pedagogy as a result of teaching fully online during the COVID-19 pandemic. Homogenous purposive and snowball sampling were used to attract participants, interviews were conducted with each participant via Google Meet, transcribed and analyzed through Moustakas' (1994) modification of van Kaam's (1966) phenomenological data analysis process. Five themes emerged from analysis of the interviews: transitional challenges, technology challenges, challenges connecting with students, challenges as a motivator to change, and pedagogical changes. Although none of the participants in this study offered descriptions of the full transformative process described by the transformative learning theory at the time interviews were conducted, this study did uncovered evidence of a transformative process underway through the lived experiences of the participants and many participants' interviews revealed examples of growth and discovery that many of the participants believed would make them better teachers. [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.]