This paper reports an investigation of "transformation narratives" emerging from early career academics' reflective writing. The pieces of writing analysed describe self-initiated teaching development activities embedded in the early career academics' practice. Using a transformative learning framework, the analysis reveals the following changes in early career academics' practice: a move from non-reflective habitual action to more conscious practice; a more sophisticated view of teaching than was previously held; increased agency where teaching practice is perceived as something that can be developed; increased confidence; and a more multifaceted conception of an academic role than their original conception. The limitations of the transformative learning approach and implications this might have for those designing and delivering these types of programs are then explored. (Contains 1 table.)