An understanding of powerful learning experiences--those that stand out in memory because of their high quality, impact on one's thoughts and actions over time, and transfer to a wide range of contexts and circumstances--may lead to guidance for instructional designers seeking to achieve high-level learning outcomes. In this study, the nature of powerful learning experiences among forty-one college students in three professional programs was examined. Descriptions of these experiences were solicited via a survey instrument and used to prompt consideration of the factors felt to be involved. Results were consistent with previous studies and indicate that, while certain factors such as active involvement, authenticity, and relationships with others stand out, experiences and factors tend to be unique to individuals. Implications for educators and instructional designers are considered. (Contains 5 tables.)