“The greatest revolution in our generation is that of human beings, who by changing the inner attitudes of their minds can change the outer aspects of their lives” (Marilyn Ferguson, 2006). When adult learners return to formal education after a period of absence, coping with change is a constant and often omnipresent challenge. As they come to break down previous barriers to success in an educational arena, many adult learners are able to change the perceptions they have of themselves as learners. Previously held assumptions are often challenged and perceptions of how individuals come to hold these views undergo scrutiny. Using Cranton’s (2002) phases of perspective transformation as a framework, this paper explores the notion that some learners can and do change their perspectives regarding their abilities as learners. This occurs when they are provided with opportunities to critically reflect upon themselves as learners, and deconstruct the origins of past assumptions. Based on data collected during the thirteen week academic writing course within the Skills for Tertiary Education Preparatory Studies (STEPS) program at Central Queensland University, evidence suggests that upon critical reflection of previously held assumptions about their learning abilities, many students revise those assumptions and become more empowered individuals.