This book presents a carefully constructed framework for teaching and learning informed by philosophical and empirical foundations of phenomenology. Based on an extensive, multi-dimensional case study focused around the lived experience of college-level teaching preparation, classroom interaction, and students reflections, this book presents evidence for the claim that the worldviews of both teachers and learners affect the way that they present and receive knowledge. By taking a unique phenomenological approach to pedagogical issues in higher education, this volume demonstrates that a truly transformative learning process relies on an engagement between consciousness and the world it intends.