Hundreds of community colleges are attempting transformational pathway reform, also known as guided pathways, to improve student outcomes. This qualitative case study explored sensemaking and organizational learning, early processes of transformational change, among administrators, faculty, and staff implementing pathway reform in a California community college. Existing literature about transformational change emphasizes the context of the change, distributive and adaptive leadership, and the importance of linking individuals' roles to the reform and data use to learn what works. Using Kezar's theory of change as the theoretical framework, this study conducted qualitative analysis of interviews with the college president, five administrators, five faculty, and four staff, as well as a document review. The findings revealed the importance of leadership and collaboration in the sensemaking and organizational learning processes. The study also suggested that crises, such as the COVID-19 pandemic, inevitably delay transformational change. Similarities and differences among employee groups and structures that support shared meaning or ownership of the reform may be harnessed to support ongoing sensemaking and organizational learning about pathway reform. The study offered several recommendations for policy, practice, and future research about how to improve transformational change in community colleges. [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.]