This study sought to understand the benefits of using experiential learning methods (such as outdoor activities) for executive leader development from the perspective of senior corporate, government, and nonprofit leaders. Increasingly, executive development programs are embracing "learning by doing" by incorporating experiential activities. Although most programs are influenced by developmental psychology (such as stage theory), this study integrated perspectives from adult, transformative, and experiential learning with common practices in outdoor adventure education into a new conceptual framework for experiential leader development with four types of experiences: "intrapersonal," "interpersonal," "managerial," and "environmental." This study fills a gap in research literature regarding what, if anything, makes experiential methods beneficial for senior executive learning, growth, and development. It also sought to understand how the perceived benefits transfer, if at all, back into the workplace for these executives after program completion. A mixed methods research design systematically explored experiential learning methods perceived by senior executives as most beneficial. Research participants included senior leaders who completed an executive leadership expedition with the National Outdoor Leadership School (NOLS) in the past 10 years. This exploratory sequential research employed three main phases: (a) in-depth interviews of 12 former NOLS executive program participants (n = 12), (b) development of a customized survey instrument, and (c) survey of the entire population of NOLS executive program alumni (N = 130). Experiential activities that stimulate personal reflection, introspection, and provide feedback are the main source of leader development benefits in executive programs. Findings confirmed critical "intrapersonal" benefits such as expanded "self-awareness," while "interpersonal" experiences discovered during multivariate regression analysis included benefits from "shared vulnerability" and "shared sense of accomplishment" when executives experience emotionally impactful activities together outdoors. Further, some executives benefit from "relearning to follow," by revisiting unfamiliar roles with their peers that can be challenging and enlightening for experienced leaders accustomed to "being in charge." Experiential activities help some "see" themselves in ways that could have significant leader development benefits both during and well after program completion. From these findings, we can examine learning methods used in more traditional executive programs through a different lens, potentially revealing benefits to the leadership development field more broadly. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]