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While many students in a foreign language classroom are successful at learning the prescribed curriculum, they may never move beyond the grammar and vocabulary to experience transformative learning. On the other hand, students who do not achieve proficiency may experience a perspective transformation as a result of studying a foreign language. This study examines the experiences of three adult women who completed two semesters of a college level Spanish course. Data were collected through the Learning Activities Survey and interviews. Results showed participants experienced perspective transformation in three areas: 1) identified with Hispanic cultures, 2) increased awareness of diversity, and 3) became aware of ethnocentricity. Three types of classroom activities appeared to make significant contributions to perspective transformation: 1) meeting native speakers, 2) collaborative learning, and 3) viewing and analysing films.
