The definition of experiential education (EE) has both pedagogical and practical implications for higher education institutions. While there is increasing pressure to justify and quantify these experiences, we remain faced with the challenge of ensuring that a demonstration of breadth does not distract from the importance of meaningful depth both in and for student learning. This paper presents a potential reframing of conversations about experiential education and emphasizes the role of high impact practices (HIPs) in defining EE as more than an experience. The value, purpose, and challenges of integrating reflection into these experiences is highlighted through the lens of the defining characteristics of HIPs, supporting the development of meaningful, engaging opportunities for deeper learning.