This chapter delves into the transformative educational trajectories of Omani novice science, technology, engineering, and mathematics (STEM) teachers from the commencement of their careers, leveraging the theoretical framework of transformational learning. It scrutinizes the experiences, professional development, and evolving identities of these educators through a meticulous qualitative study design that includes 46 novice STEM teachers. Data were meticulously gathered via semi-structured interviews with novice teachers and were analyzed through qualitative thematic analysis. The analysis identifies the manifestation of transformative learning phases in the practices adopted by novice Omani STEM teachers. These phases are confusing dilemmas, critical reflection, reflective discourse, and taking actions. The transformative learning practices are demonstrated through reflective thinking on daily challenges, drawing on experiences gained from teacher preparation programs and applying them to new situations, as well as fostering both social and professional relationships with the school community and parents. By viewing the professional identities of STEM teachers through the transformational learning lens, this study provides profound insights into their developmental processes. The chapter outlines the distinctive characteristics of the Omani novice STEM teachers at each transformational phase, enriched with their insights. It concludes with targeted recommendations aimed at promoting self-directed learning and bolstering professional responsibility, both within initial teacher education and continuous professional development programs. These insights are designed to support the cultivation of a reflective, autonomous, and proactive teaching workforce in Oman’s STEM education sector.