An operational model developed as a result of a systematic analysis of three distinctly different Antioch centers--Juarez Lincoln University, Philadelphia Graduate Center, and Antioch-New England (the Keene Center)--is presented. Juarez Lincoln offers a 15-month program leading to the Master of Education degree. Many of the students are Mexican American, and this school is described as a Chicano college. Bilingual and multicultural education, and community involvement are emphasized. The Philadelphia Graduate Center of Antioch Graduate School of Education provides a nontraditional, individualized, comptency-based graduate program in urban education. The 15-month program leads to the master's degree in education. Antioch-New England offers various 15-month master's programs in education. Three counseling programs are also offered. Criterion standards, methods of evaluating previous experiential learning, and documentation of student credits are described for each of these Antioch centers. The efficacy of the operational model, and major findings which have important implications for institutions using experiential learning are discussed. Experiential education was found to be central to the learning outcomes of the student. The authors recommend that faculty and administrator roles should be redefined to fit the experiential learning situation. (MV)