This research examined the nature of changes in meaning structures among sojourners through the framework of intercultural adjustment. A qualitative research design was employed. Twenty-five international graduate students from East Asia were selected through a purposeful sampling procedure. Semi-structured interviews were conducted and the constant comparative approach was employed for data analysis. The major findings indicated that the sojourners experienced transformative learning through intercultural adjustment. The nature of changes in meaning structures provided more diverse perspective in the transformative learning theory. This study also found the significant role of subjective factors that brought perspective transformation. The role of social relationship including modeling and friendship was a significant factor. Both assimilative and transformative learning resulted in the building of a new self-image among the sojourners characterized by openness, self-confidence, changed values, and new ways of thinking and life. Through the framework of intercultural adjustment, this study revealed more integrated perspectives on the nature of transformative learning theory. The transformative learning theory was enlarged and validated by acknowledging the significant role of social and cultural context and subjective factors.