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In this study we addressed the psychological impact of transformative learning (Mezirow, 1994, 2000) resulting from study abroad experience in a group of Italian university students before leaving (T1) on a six-month international program to different countries between 2016-2017, immediately after return (T2), and six months after return (T3). The core dimension of transformative change, i.e., perspective transformation (Mezirow, 1981), was measured as higher social perspective taking propensity and confidence; lower intercultural apprehension. Psycholinguistic impact consisted in higher second language self-efficacy and lower second language speaking anxiety. 64% of students reported undergoing a transformative experience. The study of the role of positive emotions in the transformative learning experience showed higher levels of joy, contentment and pride and higher psychological flexibility. Most students did not report a transformative experience triggered by a disorienting dilemma with feelings of discontent as conceptualized in Mezirow’s original model, but a gradual adoption of new actions. These results were partially in line with recent studies on alternative processes of transformative learning. Six months after return the psychological impact of the transformative learning proved stable, with an increase in the positive emotion Love, connected to feelings of trust, closeness, reliability.