This article depicts the literature on transformative learning theory in two ways. First, it conveys an historical evolution of the theory that has taken place over the past four decades. Second, it reviews the research literature on transformative learning within the field of adult education over the past 12 years in terms of its portrayal and description of learning outcomes. Based on these depictions, this article offers a reconceptualisation of transformative learning as a metatheory under which specific theories aggregate. It provides a new definition of transformative learning that is capable of encompassing the wide variety of learning outcomes conveyed in the research literature, as well as concepts to serve as criteria for learning outcomes to be considered transformative. Lastly, this article offers a typology for future scholars to use in articulating outcomes of transformative learning.