This article describes the results of an experiential learning activity conducted at Cal Poly Pomona (CPP) and the University of North Florida (UNF). The activity formed the basis for an assignment required for class credit in a course titled "Politics of the Developing Areas" ("Politics of Developing Countries" at UNF). The authors developed and administered a pre- and post-assignment survey measuring student attitudes on the causes of global poverty. Between surveys, students recorded their baseline spending habits, indicated whether or not they were able to reduce their expenses over the activity period, and wrote a reflection essay on the difficulties of limiting their expenditures, connecting their experiences to citizens living in less developed countries. The article discusses the findings across the two samples, highlighting the effectiveness of experiential learning and its appropriateness in and benefits for the classroom.