Experiential education programs, such as international and domestic study tours, bridge the limitations of formal learning classroom by allowing students to experience reality in a new learning dimension. This mixed-methods study explores experiential learning during a domestic interior design study tour to New York City and an international fashion-merchandising study tour to China operated by the same fashion-merchandising and interior design department at a public university in the United States southeast region. Both study tours intended to prepare students for the workforce by expanding their understanding of business and the creative process. The tours' organization allows students to meet industry professionals and to investigate and analyze issues such as collaborative work, cultural differences in business and creativity, cultural and social identity in the environment, and personal development. This research explores students' perceptions of a domestic and an international study tour to analyze their effectiveness in achieving learning outcomes. Before and after the study tours, students completed a survey to gauge their perceived level of understanding and attitudes toward the study tours. Additional student feedback came from reflection journals documenting students' personal development, design expressions in the environment, and experiences.