The objective of this chapter, as the title states, is to relate transformative learning and Bildung within the context of biographical research. If processes of Bildung are defined as changes of attitude towards the world and the self, which is a consensus of Bildungs-oriented biographical research in Germany, and if one agrees furthermore that transformative learning and Bildung go together with fundamental changes of the self or the identity, it is rather surprising to note that both discourses have hardly ever been related.