This study explores a vocational educator’s first-hand experience of adopting augmented reality (AR) in the classroom through a transformative learning (TL) lens. Using autoethnography, the first author critically reflects on her evolving relationship with technology, moving from feelings of ambivalence to full acceptance, by tracing key moments in her teaching journey. The findings highlight the challenges and personal growth involved, showing how scaffolding and professional learning networks support transformative change. While the autoethnographic account is central, member-checking interviews with other educators who used AR in similar contexts were conducted to validate and contextualise the first author’s reflections. These external voices offered valuable perspectives and helped cross-check interpretations. The study uncovers how professional transformation involves questioning, challenging, and shifting pedagogical beliefs and underscores the cognitive, emotional, and social dimensions of learning. A strong sense of ownership, classroom experience, and critical reflection emerged as crucial enablers of meaningful transformation. Ultimately, the study positions critical reflection not just as a retrospective process but as an active tool for educational change. It contributes to TL theory by demonstrating how structured, reflective practice can support sustained transformation, offering insights and strategies for educators navigating similar journeys.