The rapid evolution of digital marketing, characterized by the surge in digital channels and data, has amplified the demand for graduates specialized in digital marketing analytics (DMA). Yet, marketing educators contend with insufficient theoretical guidance and practical pedagogical methods in the course design that aligns with industry expectations in teaching analytics within the novel context of digital marketing. Addressing this void, this paper presents a case study operationalizing a practice-informed model through two experiential learning methods--simulations and client-based projects--in teaching these courses. These methods, grounded in three practice-informed dimensions (i.e., knowledge, hard skills, and soft skills), are incorporated to structure two separate sections of a DMA course over distinct semesters. Preliminary findings from student data regarding actual and perceived learning outcomes suggest a slight edge for the simulation approach over the client-based project approach. However, our faculty reflection delves deeper into the benefits and challenges of both approaches. This case study aims to offer insights and recommendations for marketing educators considering incorporating a practice-informed approach integrated with experiential learning methods to teach their DMA courses.