Abstract
This article explores the impact of transformative theory on the learning outcomes of seven Saudi female student -teachers enrolled in a Master's TESOL course at a Saudi university. They were actively engaged in designing learning materials for learners with special needs. In this intervention, transformative theory principles were used. They involved dialogue, authentic assessment, and structured reflection. Following the intervention, data were collected using focus group discussions and document analysis. The data were analysed using Mezirow's transformative theory components: experience, critical reflection, reflective discourse, and action. The findings reveal the experience supported the participants' autonomy, providing them with opportunities to reflect on their teaching practices, and improved their knowledge construction skills. Based on the results, the author makes a case for greater use of transformative theory approaches in designing and implementing teacher education.