In efforts to encourage student recognition of greater connections between their experiential learning and college-level learning, the author has developed a model comprising four key areas towards a method he calls 'thresholding'. These key areas are: situating experience, reflecting on experience, understanding college-level learning, and analysing the value of their experiential learning relative to formal academic study. The Threshold Learning Model provides for a process-oriented experience in Prior Learning Assessment (PLA in the US; Recognition of Prior Learning Assessment/Accreditation of Prior Learning, or RPL/APL in the UK), in which students may seek credit for their experiential learning. The model also underscores how reflective thinking during this process helps students appreciate their experiences, learning and college-level development. This essay also compares the Threshold Learning Model with a college labour studies education program for electrical apprentices at The Harry Van Arsdale Jr. Center for Labor Studies, in New York City and 'work-based learning (WBL)' programs in the UK. In both contexts, mentors, or program developers, work with students to draw on their experiences to reflect on learning.