This concept paper proposes a way of mapping educational landscapes to clarify the practice of experiential programming. It initially reviews how experiential education has been defined and suggestions for better definitional clarity. It then examines a recent initiative commissioned by the Society for Experiential Education to update its institutional definition. Heinrich and Green's (2025) prototypes, which are the products of that process, are presented and discussed. This article then examines a recently published definitional model (Meyer, 2024), compares that model to Heinrich and Green's (2025) prototypes, and applies Meyer's model to analyze two hypothetical, high-impact teaching practice scenarios with the goal of mapping the experiential features of each scenario. This approach provides direction for validating a framework of definitional features that can be used to map experiential practices. Thus, this paper addresses Heinrich and Green's (2025) call to action as it offers a conceptual and pedagogical entry point into experiential education (Prototype 1) that also provides useful insight for institutional stakeholders (Prototype 2).