Educational processes are often viewed as linear and cumulative in competence-oriented educational research. However, they are much more than that. They embody the pursuit of self-discovery and self-determination, and they develop a dynamic of their own. This can best be described using the category of change. Therefore, the objective of this work is to model educational processes of self-transformation. Guided episodic interviews will be evaluated in accordance with Grounded Theory. The result is a comprehensive model of change, comprising the subcategories of crisis, transcendental experience, transformation, and institutional education.