Transformation does not occur in isolation. To move beyond “becom(ing) critically aware of the… assumptions that have influenced the way we see ourselves and our relationships” (Mezirow, 1978, p. 101) towards “perspectives which are more inclusive, discriminating and integrative of experience” (Mezirow, 1978, p. 100) we must have a supportive community. This community is integral to the transformative learning process (Ibarra, 2004; Mezirow, 1981). Among other stages of the transformative learning process, people play an important role in helping to raise disorienting dilemma to awareness, supporting the critical assessment of the dilemma, and encouraging the exploration of options. The classroom setting can serve as a transformative learning community. One form of community within the classroom is the relationship between the faculty member and the student. In this paper, I expand upon Brookfield’s typology of evaluation (Brookfield, 2006) to explore the ways in which feedback can contribute to the transformative learning process of the student.