With respect to the impact of the intervention on students’ engagement, Mr. Jastal was able to successfully foster emergent or teacher-supported transformative experiences even with the challenges in implementation and the short intervention period. That is, with the support of particular activities and teacher scaffolding, Mr. Jastal’s students displayed qualities of transfor- mative experience such as the application of content in everyday life, expanded perception, and experiential value. Based on Mr. Jastal’s success in promoting teacher-supported transformative experience, we expect that a longer intervention period coupled with more experience and training with the TTES model would likely culminate in success at fostering independent transformative experiences (e.g., transformative experiences typified by engagement with content in everyday life extending beyond the scaffolding activities). True, independent transformative experiences likely take time to foster because they require shifts in students’ attitudes and perspectives about the purpose of schooling.