This thesis explores how adult identity is shaped and reshaped through experiences of transformative learning. It combines two approaches: an autoethnographic account of my own journey from law to education, and six semi-structured interviews with participants who have also navigated significant personal and professional change. The research is grounded in an interpretivist framework, which views reality as constructed through lived experience and meaning making. Narrative inquiry was used to capture participants’ stories in depth, while thematic analysis provided a systematic way of identifying patterns across the data. The study participants, three women and three men, aged between their mid-thirties and mid-sixties, reflected varied personal backgrounds but shared experiences of negotiating identity shifts through education and professional life. Their stories revealed the challenges of self-doubt and feelings of not belonging, balanced with personal and professional roles, along with the opportunities education offered for renewal and growth. The findings highlight that identity transformation and self-rediscovery are not a straightforward or uniform process. Instead, it is complex, fluid, and shaped by both personal history and wider cultural expectations. While some participants described disruption and uncertainty, others expressed confidence and belonging. My own reflections often resonated with their accounts but equally showed the diversity of pathways through which adults reconfigure their sense of self. The study concludes that adult education plays a vital role not only in developing knowledge and skills but also in providing a space for reflection, rediscovery, and identity reconstruction. By situating both personal and participant narratives within wider cultural contexts, this thesis contributes to understanding how adults navigate the ongoing task of becoming and belonging.