This reflective essay advances a model of transformative education based on the collaborative experiences of a professor and three students who sought greater opportunities for flourishing through reflective and contemplative methods in an instructor-created open space. Open space derives from research in education, child psychology, and anthropology and emphasizes an integration of cognitive, affective, and experiential forms of learning in a context of freedom and creativity. This may involve moving outside the walls of the standard classroom, extending learning activities beyond the confines of the semester, blurring the roles of student and teacher in order to cocreate opportunities for deeper learning, and flexibility with regard to syllabi and traditional boundaries of academic disciplines. Open space approaches offer more room for students and faculty to exercise their authenticity and imaginations, thereby promoting greater self-discovery, transformative growth, and other valued aspects of a flourishing life.