John Dewey's "Art as Experience" argues that the roots of experience lie in the commonplace occurrences in the course of human life. Dewey's ideas are not only appropriate, but also useful in the field of education. It applies to the ways in which future teachers may experience art and the ways in which the experiential process of examining art contribute to future teachers' pedagogical tools that can be used to incorporate art into the elementary school classroom. This article demonstrates how an experiential study of a work of art in an undergraduate education course--part of the St. John's University/Lincoln Center Institute for the Arts in Education (LCIAE) Higher Education Collaborative program in New York City--contributes to the pedagogical repertoire of process-based learning for teachers and their future students. The article begins by providing a theoretical background for the work, followed by the definitions of three concepts that are pertinent to this piece: "aesthetic education," the "experiential approach to learning," and "process-based instruction." The article then focuses on the specific aims of the university's arts course, the LCIAE Partnership Program, and data and analyses from the process-based aesthetic learning for the students enrolled in the course. It ends with conclusions about aesthetic education. (Contains 38 notes.)