Contemporary research on meta-cognition has reintroduced conscious experience into psychological research on learning and stimulated a fresh look at classical experiential learning scholars who gave experience a central role in the learning process--William James, John Dewey, Kurt Lewin, Carl Rogers, and Paulo Freire. In particular James's contributions are foundational for experiential learning and research on meta-cognition. Research on meta-cognition and the role it plays in the learning process are described. The meta-cognitive model is used to describe how fundamental concepts of experiential learning theory--a learning self-identity, the learning spiral, learning style, and learning spaces--can guide meta-cognitive monitoring and control of learning. Meta-cognitive strategies to help individuals improve their learning effectiveness are outlined. Learners can chart their path on the learning way by developing their meta-cognitive learning capacities, and educators can pave the way by placing learning about learning on the agenda of their educational programs. (Contains 7 figures.)