The idea that experience is necessary for learning is widely accepted. The term “learning” is often defined as “the acquisition of knowledge or skills through experience, study, or by being taught,” or “modification of a behavioral tendency by experience” (“Learning,” n.d.). Yet our understanding of the concept of experience and its role in learning remains unclear. For those of us who are involved in the theory and practice of experiential learning, this lack of clarity is particularly problematic. Teachers in higher education who wish to make experiential learning a part of their practice are given little guidance. They need to know: What kind of experiences lead to what kind of learning? What is the process that turns experience into learning