Continuous improvement is the process of making incremental changes to systems or processes to improve outcomes. The purpose of this dissertation was to conduct a study to learn how continuous improvement might serve as a vehicle for further conceptualizing profound learning theory at the individual learner level. The research began with a literature review of organizational continuous improvement to determine if organizational continuous improvement could serve as a foundation for individual continuous improvement. There was virtually no conceptualization of continuous, lifelong individual learning which incorporates organizational continuous improvement theory, processes, and practices in the existing literature. Deming's System of Profound Knowledge (SoPK), a widely accepted model of continuous quality improvement, provided a framework for the development of a conceptual model of individual continuous improvement. The findings of the integrative literature review produced four concepts found to support continuous improvement, which were: (a) appreciation of people, (b) desire for improvement, (c) measuring progress over time, and (d) improvement within an ever-changing context. These concepts/themes were integrated to develop a conceptual model of individual continuous improvement. Once the conceptual model was developed, a grounded theory study was conducted to determine how continuous improvement might develop through an individual's processes and practices. The qualitative study utilized constructivist grounded theory methodology to further elaborate processes and practices that contribute to individual continuous improvement over time. Music educators were the profound learner study population. Data was collected using a three-interview sequence over Zoom Video Communications. Data analysis followed constructivist grounded theory coding methodology and constant comparison. The intent of the study was to contribute an understanding of how continuous improvement can serve as a mechanism for profound learning to further conceptualize Profound Learning (PL) theory. Continuous improvement was found to be characterized by four core concepts: (a) iterative growth processes, (b) continuous practices, (c) perseverance, and (d) embracing impermanence. While additional research is necessary to further conceptualize continuous improvement within a broader population of learners, the framework presented in this study has the potential to provide a pathway for intentional, lifelong, and profound learning developed over the lifespan. [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.]