This study investigates transformative learning within the Soulaliyine Social Movement in Morocco, exploring how learning processes catalyze activism and social change. While existing research on social movements predominantly focuses on resistance and power dynamics, this research addresses a critical gap by examining the learning dimensions that drive individual and collective transformation. Employing a qualitative narrative case study approach, the research utilizes in-depth interviews with two prominent activists, analyzed through Mezirow’s Transformative Learning Theory framework. The study centers on a land rights movement primarily initiated by women seeking compensation and recognition of their rights to collective lands. It provides a rich context for understanding how marginalized groups develop agency and challenge existing sociocultural structures. The research reveals three key findings: First, transformative learning leads to irreversible personal transformation, fundamentally altering activists’ perceptions and frames of reference. Second, positive reinforcement from movement members significantly increases the likelihood of transitioning from passive members to active participants. Third, learning processes are crucial in challenging and reconstructing existing power structures. By exploring the intricate mechanisms of personal knowledge acquisition and identity reconstruction, this study provides innovative insights into how individuals transform from passive observers to active agents of social change. The research demonstrates that learning is not merely an intellectual process but a dynamic pathway to collective empowerment and social justice.