Transformative learning is a central premise of lifelong learning. It is the process of effecting change in a frame of reference through disorienting dilemmas and critical self-examination of thoughts and experiences. Such examinations can create new learning that produces changes in behavior or practice. Agricultural and extension education programs can promote transformative learning through disorienting dilemmas and guided reflection (i.e., reflective practice) to help learners acquire lifelong learning skills. Reflective practice involves self-assessment of learning from interactions and experiences, wherein we question our assumptions and beliefs, account for others’ assumptions, and incorporate these comparisons into revised interpretations of what we know. We used reflective practice to help undergraduates prepare for 10-week summer research and extension internships and to provide them with opportunities to critically examine their thoughts and experiences. They practiced reflective writing before, during, and after the internship experience. As part of the internships, students practiced science communications and journaled about professional development as future scientists and science-society interactions. We prompted students to write about the reflection-in-action, reflection-on-action, and reflection-for-action, in pre-, during, and post-internship settings. Reflection-in-action means reflecting during an action and making immediate adjustments to thought or behavior. Reflection-in-action allows science communicators to modify their practices in crisis situations. Reflection-on-action involves examining retrospective thoughts to analyze critically and learn from them. Reflection-for-action extends the on-action process to thinking critically about future actions to improve science communication practices. Three-year data show undergraduate science communicators experienced disorienting dilemmas in summer research and extension internships. They employed reflective practices that spurred transformative and lifelong learning in becoming professional science communicators who could use their science communications skills and tools effectively. Reflection-in-action, reflection-on-action, and reflection-for-action were critical as students journaled about their experiences from different points of view. We advocate for reflective practices in all undergraduate agricultural courses.