An overview is provided of the curriculum design and implementation process developed and implemented at Eastern College of Applied Arts, Technology and Continuing Education in Newfoundland, Canada. Following introductory comments, the philosophical background to the model is outlined, underscoring its reliance upon the assumption that learning is natural, holistic, cumulative, and lifelong. After comparing traditional, outcomes-based, and experiential models of learning, the paper offers a rationale for the developmental and experiential approach adopted by Eastern College. Six practical applications of the experiential learning model are identified: an articulated curriculum, clear expectations, multi-dimensional learning experiences, integrated learning methodologies, quality-based learning assessment, and learning support. Next, the curriculum planning process is outlined, focusing on the development of course catalogs that provide a developmental framework for each unit, and of learning guides that present students with concise, clear, straightforward directions for completing each learning experience. After explaining the use of resource files, student self-evaluation systems, and formal problem-solving procedures to maintain daily control, the paper describes the components of the learning support system briefly. The implementation strategy, which involves regional and departmental committees, learning management workshops, curriculum planning, and daily control, is reviewed next. Concluding comments stress the orientation toward success incorporated in the experiential learning model. A 32-item bibliography and samples of instructional/curriculum materials from a carpentry program are appended. (PAA)