The purpose of this study is to investigate the perceptions of global health educators and their students on the use of critical reflective journaling as a pedagogical tool to promote cultural humility in learners. Rooted in critical qualitative research methodology, this study is framed by transformative learning theory, conceptual understandings of cultural humility, and the current literature on critical reflection and journaling, to analyze interviews with five global health educators and six health professions learners. The perspective of the researcher as an educator in this field is integrated throughout, capturing the role of self-reflexivity in adult education. Data collection consists of semi-structured interviews with faculty and students and analysis of course syllabi and assignments demonstrating how educators nurture cultural humility in students through critical reflection during and beyond global health trips. Faculty findings reveal three themes: cultivating cultural humility and recognizing curricular limits, nurturing critical reflection while attending to emotions, and engaging in self-discovery and transforming teaching practice. Findings related to students identify three themes: embracing discomfort and developing resilience, shaping perspectives through faculty guidance, and transformative potential of experiential learning. Both faculty and students, through their shared experiences and reflections, contribute to a richer learning environment for each other. Faculty gain valuable insights from student perspectives, allowing them to refine their teaching methods and adapt to diverse learning needs. Students, in turn, benefit from faculty guidance and expertise, which helps them process their experiences and develop cultural humility. Transformative global health education thrives on this reciprocal exchange of knowledge and insights between students and educators. The study concludes with implications for theory and practice and offers suggestions for future research. [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.]