In the 21st century, there has been a significant resurgence in research and practice related to experiential learning. This revival follows a period in the previous century when academic journals largely excluded research on subjective experiences. Recent analysis by Roto and colleagues (2021) identified a substantial increase in articles studying experience, with 80% published from 2009 to 2018. Notable figures guiding this resurgence include Mihaly Csikszentmihalyi, David A. Kolb, and Anselm L. Strauss. The rise in experiential learning extends to higher education, with institutions establishing dedicated offices and positions to emphasize experiential education. This paper addresses questions about defining experiential learning and suggests that it involves a process of deep engagement with experiences to influence beliefs, feelings, ideas, and behaviors. The authors argue that effective experiential learning requires personal involvement and reflection, emphasizing the importance of genuine engagement for meaningful educational outcomes.