Experiential education as a teaching strategy differs from traditional classroom learning largely because the sequence of events in the process is reversed. In experiential education the learner first carrys out an action, sees the results, and from this basis generates concepts and principles. By first understanding the basic components of the experiential learning process, the teacher can more readily adapt them to his own teaching style and locale. The basic framework for experiential learning does not rest on experience for experience's sake alone; it must include highly-structured events based on five specific components. The framework first includes (1) a learner entering the program with his own unique set of experiences, expectations, needs, prejudices, level of maturity and motivational readiness. He is placed into (2) a demanding reality contest necessitating (3) new, applied skills that are followed immediately by (4) responsible, challenging action. With the action must come (5) the opportunity for critical analysis and reflection, for this will link practice with theory, transfer learning to broader considerations, and provide for a sense of synthesis and closure. By using this framework as a guideline for designing experience-based curricula, teachers and administrators can utilize experiential learning both as an igniter and as a vehicle for closure and synthesis within the traditional curriculum. (DS)