Abstract
Competency-based education has become a defining characteristic of higher social work education. This movement provides ample opportunity for students to have transformative learning experiences that will prepare them for professional practice. Yet, scholarly work on competency-based education runs the risk of overlooking the important developmental processes associated with competency attainment. We propose conceptualizing competency as both process and outcome to fully realize the potential of transformative learning in competency-based education. To this end, we offer two teaching case examples. The first describes a recorded role-play assignment for promoting clinical judgment and skill in a master's level practice course. The second describes an assignment that uses photovoice to deepen undergraduate students' understandings of macrolevel practice. These approaches present possibilities for teaching strategies that support transformational learning by attending to processes as well as outcomes that will lead to competence in social work education.