Driven by the massification and marketization of higher education, interest in experiential learning has grown as universities compete to demonstrate the vocational relevance of their programs. The authors argue that in fostering experiential learning, as opposed to simply delivering "experiences," teacher transformation can occur in tandem with transformations in student learning. To provide experiential learning, teachers do not simply assume a role of facilitator, as commonly depicted in the literature. Rather, delivering effective experiential learning can also facilitate the transformation of teachers into co-learners, a concept highlighted in transformational learning theory. This article explores the authors' journey as three tertiary educators developing and practicing a range of experiential learning models to enhance student experience and learning outcomes in their classrooms.