Programs falling under the general rubric of "experiential education" take a number of forms, varying on several dimensions; what is offered here is a schematic overview. In general, they all involve students in activities that look rather different from more traditional classroom-based methods: (1) the formal lecture and discussion; (2) the reading assignment; and (3) the sit-down examination. Although these experiential activities go by different names in different program formats, they share the core characteristic of students' direct engagement in productive work outside the classroom. In some way, the activity is thought to bring the student-intern in contact with the phenomena, concepts, and problems addressed in classes, curricula, and disciplines. This article introduces some of the forms and practices of experiential education and raises some challenging questions about the role that pedagogy plays in institutions of higher learning.