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any professors want to promote students’ critical thinking, foster self-examination, and facilitate civic engagement; however, these professors may be uncertain about how they can accomplish these objectives. The paradigm of transformative pedagogy (Mezirow and Associates 2000; Taylor 2000) can provide faculty with a useful theoretical perspective to guide their efforts. Descriptions of transformative pedagogy originated in the adult education literature. Mezirow (1991) argued that students experience personal and intellectual growth when they grapple with disorienting dilemmas because they examine their assumptions related to the contradictory information, seek out additional perspectives, and ultimately acquire new knowledge, attitudes, and skills in light of these reflections. Transformative learning also helps students examine their experiences in consideration of social issues and then take action to effect broader change (Cummins and Sayers 1997). In this article, I contribute to the literature on transformative pedagogy by describing how faculty members who teach online courses can use this approach effectively. Extending transformative pedagogy into the area of online instruction is critical because an increasing number of college faculty members supplement their face-to-face courses with an Internet component or teach entirely online (Young 2005). Moreover, online courses attract a greater number of students each year. In 2004, approximately 2.3 million students in the United States enrolled in a collegeor university-level online class (Allen and Seaman 2005). Professors may find it paradoxical that Internet courses are well suited to transformative pedagogy. However, online class discussions often seem more collegial and informal than those that occur in person and thereby challenge conventional notions of power and authority in the college classroom. This relatively egalitarian environment is appropriate for teaching approaches that critically examine societal patterns of power and dominance (McAuliffe and Lovell 2000). Also, students often feel a greater willingness to disclose information (e.g., personal experiences, beliefs) online, perhaps because of the level of anonymity afforded by the Internet. This sharing and sense of community are also important for transformative pedagogy M Abstract. Transformative pedagogy encourages students to critically examine their assumptions, grapple with social issues, and engage in social action. The author extends literature in this area by describing ways faculty members who teach online courses can effectively use transformative pedagogy, including (1) creating a safe environment; (2) encouraging students to think about their experiences, beliefs, and biases; (3) using teaching strategies that promote student engagement and participation; (4) posing real-world problems that address societal inequalities; and (5) helping students implement action-oriented solutions.