A facilitator is considered to act intentionally when they are deliberate about what they are doing and can provide rationales for their actions. The same facilitator is said to practice intuitively when they are not able to articulate a clear rationale for their actions, yet they are still able to facilitate effectively. A review of the facilitation literature and the experiential education literature demonstrates the importance of both intentionality and intuitive processes when facilitating. However, rather than presenting these important aspects of facilitation dichotomously, this paper describes the need for both of them to be present in facilitator education, albeit in tension with each other. The findings of a naturalistic inquiry into the theories and practices of seven facilitator educators are presented. Data were collected through semi-structured interviews and participant observation with the facilitator educators, and qualitative surveys with a sample of their course graduates. The study confirmed the importance of an emphasis on both intentionality and intuition in the preparation of facilitators for experiential education. (Contains 2 figures, 1 table, and 1 note.)