Academic competence and experiential learning were the focus of this investigation. The research addressed the gap in the literature through a non-experimental quantitative correlational analysis of the constructs. This study answered two key research questions and one sub-research question: to what extent is there a relationship between academic competence (subgroup one, academic skills) and experiential learning among enrolled online management graduate students? To what extent is there a relationship between academic competence (subgroup two, academic enablers) and experiential learning among enrolled online management graduate students? To what extent does age act as a moderator between academic competence and experiential learning among enrolled online management graduate students? Using a Pearson's correlation coefficient test, the analysis, which included a sample of 119, resulted in a statistically significant relationship between academic competence and experiential learning. Hierarchical multiple regression analysis showed that the moderator age did not influence the predictive relationship between academic competence and experiential learning. The findings provide a basis for curriculum development incorporating specific competencies to enhance experiential learning in an online environment among graduate business students. [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.]