This research explores how critical reflection in community of practices can drive transformative learning, promoting personal development and fostering socially just practices. The research question 'Empowering Adult Educators: Consideration of How We Can Create Sustainable Communities of Practice for Critical Reflection to Develop Transformative Teaching Practices,' was investigated using Participatory Action Research through collaborative enquiry as part of a CoP. The aim is to co-create knowledge, critically reflecting on our practices leading to action for change. The cyclical nature of action research was structured around Stephen Brookfield’s four lenses of critical reflection: student feedback, colleagues’ perspectives, personal reflections, and educational theories. The literature review covered theories from prominent scholars like John Dewey, Donald Schon, Stephen Brookfield, Jan Fooks, Jack Mezirow, Paulo Freire, Lave and Wenger, and Barbara Larrivee, focusing on differentiating critical reflection from general reflection and its role in transformative learning. The study concluded the value of critical reflection for personal and professional growth and development. Effective professional development requires a supporting culture and relevant and engaging strategies. Vital to the success of this is flexible organisational policies. Recommendations include encouraging the understanding of critical reflection through structured models for reflection. Fostering a culture of critical reflection within the work environment through the implementation of communities of practice and professional development programs. The research underscores the importance of critical reflection in transforming educational practices through enhancing professional development. This will ultimately contribute to more inclusive and socially conscious teaching methodologies.