Experiential learning educators have long fought to justify this form of active learning in their curriculum (Hesser, 2013), and the past several decades have seen a resurgence of, and renewed interest in, experiential learning through forms of hands-on learning, such as: service-learning/community-based learning, educational internships, global study abroad experiences, and undergraduate research opportunities (Kuh, 2008). Responding to this call for new pedagogical approaches is the National Society for Experiential Education (NSEE), with its clear mission "to cultivate educators who effectively use experiential education as an integral part of personal, professional, civic and global learning." As a professional organization dedicated to experiential educators through education, scholarship, and networking, NSEE launched the NSEE Fellows program in fall 2020, which features a vigorous and competitive application process facilitated by the NSEE Research and Scholarship Committee. The call for applications was initially geared towards educators facilitating internship programs and intentionally seeking to engage with the National College Internship Survey facilitated by the Center for Research on College-Workforce Transitions (CCWT). This article will demonstrate the practitioner-scholar framework from which the fellows operated, provide examples of their scholarly reflections, and explore how the fellows engage in practice and theory through their professional roles. In doing so, the article illustrates a reflective practitioner-scholar model (Schön, 1983; Lytle, 2008; Ravitch, 2014) and its relevance for experiential educators from diverse backgrounds.