Prior research states that experiential learning can be in the form of internships, field trips, service-learning, and research projects (George et al., 2015). Field trips, specifically, can serve as a "conceptual bridge" to core curriculum and concepts (Grant et al., 1981). The practical nature of the discipline of criminal justice, thus, is a logical fit for experience-based learning related to cops, courts, and corrections (George et al., 2015). Through field trips and site visits, students are exposed to contexts outside of the pedagogical tools used in the traditional classroom. The tangible experiences gained from a f ield trip address the gaps in textbook learning and serve as an excellent forum to introduce real life settings (George et al., 2015; Scarce, 1997; Wright, 2000). The goal of this study is to contribute to existing scholarly literature on experiential learning specifically to examine the educational impact of criminal justice field trips over time. To this end, the first section discusses prior research about the strengths and weaknesses of experiential learning to identify the diversity of opinions, variety of assessment methods, and the gaps in the literature. Next, the data and questionnaire are described, which include responses from 26 undergraduate students who participated in pre-tour, post-tour, and follow-up surveys on the history of Eastern State Penitentiary and prison trends in the United States. Paired t-tests are used to compare student scores before and after the prison tour as well as during the subsequent semester. Finally, in the conclusion, the implications of the findings are discussed along with opportunities for future pedagogical innovation within the field of criminal justice.