This study explored the processes by which a group of breast cancer survivors experienced positive learning and growth from their cancer experiences. The author argues that such learning and growth can be considered transformative learning, especially from ontological perspectives of the theory. The participants’ change process consisted of different types of experiences that can be classified as Crisis, Coping, and Engagement. These types of experiences illustrate a process of adaptation to a new context. The findings suggests that the specific context in which transformative learning occurs has a profound effect on the epistemology used to negotiate that learning and growth, and in turn shapes and informs the types of change that occur.