Much of the literature on experiential education tends to focus on adventure-based education, which is of limited use to school teachers. This article examines the dichotomy of traditional and experiential education as a launching point to discuss the roles of trust and risk in educational processes. We examine perspectives of student, educator, and curriculum and conclude that if experiential approaches are to be meaningfully integrated in schools, trust will be a crucial component of school culture. (Contains 1 figure.)