緒論：奧運是運動比賽的最高殿堂，每隔四年在不同國家舉辦的獨特性，讓奧運志工和一般社區或運動志工有著不同的服務經驗，同時奧運志工也被認為是奧運成功進行背後的重要人力資源之一，本研究從轉化學習的視角檢視奧運志工服務歷程，並由訪談的研究結果歸納出奧運志工經驗的意義內涵。方法：本文採多重個案研究以滾雪球方式尋找到七位研究參與者，曾分別服務於2004年雅典、2008年北京與2012年倫敦奧運中，並擔任不同的志願服務工作。資料蒐集方式以半結構式訪談，輔以文件資料、照片引導事件訪談法及研究者日誌。結果：依據轉化學習理論的「觸發」、「探索與內省」及「自我整合」三個階段，本研究歸納整合分析出三個主軸：一、奧運光環，啟發動機；二、面對阻礙，探索學習；三、深層轉化，延續熱情。結論：「能參與奧運」這件事是志工經驗學習的契機，開啟了後續轉化學習的過程；而不透明的招募資訊是他們第一個被觸發的轉化學習；社會互動在轉化學習過程中扮演重要的角色，與志工經理及其他志工的社會互動能正向幫助學習；總結志工們在奧運期間發生的轉化學習經驗並非單一的事件，而是多個轉化學習過程的結果，其最終的轉變即為轉化學習的成果。

Introduction: The Olympic game is the top elite sports game in the world. It's unique and quadrennially make Olympics volunteers have some different experience from volunteers in society or sports organization. They are recognized to be the important human resource and have been integral to the success of the Olympic Games. This case study inspects and explores the process of the Olympics volunteer service experience from the perspective of transformative learning theory. Method: Seven purposefully from snowball sampled participants who volunteer serviced in the 2004 Athens Olympic Games, 2008 Beijing Olympic Games, and the 2012 London Olympic Games have participated. Through the semi-structured interview, documents collected, photo elicitation and researcher's diary to understand the contents and contexts in their Olympics volunteer service experience. Results: This research analyzes through the lens of the three phases of transformative learning, ＂effecting phase＂, ＂exploration and reflection phase＂, and ＂self-transformation phase＂ and summarize three key elements in the participants' experiences as follows: 1. Motived and inspired by the Olympic games aura. 2. Explore transformation learning from obstacles and events. 3. Deep self-transformation in personal life and extend their enthusiasm for the Olympics. Conclusion: ＂Participants could join the Olympics service in their life＂ is the starting line of their transformative learning, it brings the following processes of transformative learning processes in Olympics service period and changes their point of view in their life. Participants point out the organization obstacle which recruits information is not clear to the public is the first transformative learning event that they face. Our finding supports the theory that social interaction plays an import part in the volunteer training and service period. In fact, their volunteer's manager and other volunteers help their positive learning. The complete result of Olympics volunteer's transformative learning experience is not transformed from a single event, it gathers many transformative learning processes during the Olympics service period.