The university of Padua has embarked on a faculty development program that uses change agents (CA) within a faculty learning community as trained faculty who promote innovation in teaching and learning within departments. Their transformative learning experience is the focus of this contribution. Specifically, the purpose of this study is to explore the change of values and beliefs related to their teaching approaches and practices. Qualitative and quantitative studies were conducted on the training process of 11 aspiring CAs, through the lens of transformative learning. An Open-ended questionnaire and the teaching perspective inventory (TPI) were administrated before and after the training to capture changes in teaching philosophy and perspectives. The results of the inventory revealed slight changes in teaching perspectives as a consequence of attending the course. Responses to the questionnaire also confirmed these changes, as faculty stated that the course allowed them to reinforce their values and become more aware of them, to think of teaching as a research activity that can be enriched by discussion with colleagues and students and allowed them to place greater emphasis on instructional design. The initial implication of this study is that CA transformations may catalyze change in other peer faculty as well.