In order to encourage active participation in the learning process on the part of students, the faculty in the Collin County Community College District (CCCCD) adopted experiential modes of teaching. The specific structure, methods, and content of the experiential component purposely remained individualized to the needs of the subject area and the creativity of the teaching faculty. However, common features characterized the experiential components: they were learner-centered and student-directed; they were perception based; and they placed emphasis on problem-solving, discovery, inquiry, practical application of course content, holistic understanding, and the heuristic process. The experiential component was applied to many disciplines, including accounting, mathematics, humanities, and sociology. Two very different disciplines which were developed and evaluated were psychology and history. The psychology department implemented a laboratory component, extensive writing to learn, classroom research, and business/industrial linkages through internships. The challenges for the psychology department's comprehensive experiential learning process were: physical space to conduct experiments, coordination of laboratory equipment between part-time and full-time faculty and multi-campuses; and grading time. The history program required students to create a video documentary in place of the traditional research paper. Other projects which history students completed included a sociological analysis of television shows and historical re-creation. The 1988 CCCCD student survey was completed by a broadly representative sample of 750 respondents. Positive student responses and below average withdrawal rates demonstrated the effectiveness of the experiential learning programs. (JMC)