The creation of isomorphic activities can be accomplished when an instructor with a broad repertoire of activities applies a clear definition of purpose to a strong understanding of the clients involved. Experiential education is based on the use of experience to increase human potential. In order to capitalize on specific behaviors for focused training, experiential education often uses a simulated environment of experience, rather than "real-life" experience. The identification and linkage of similar attributes of a modeled experience with attributes in a real experience is called "isomorphism." The key to positive growth or behavior modification is in the transfer of learning from the simulated environment to future real-life behaviors. Transfer can take place at a specific, nonspecific, or metaphoric level. Many significant aspects of learning and intelligence theories apply to experiential education, including: (1) Piaget's theory of cognitive development (assimilation and accommodation); (2) Maslow's hierarchy of need (basic needs of participants); and (3) Bloom's taxonomy of cognition (level of complexity of an experience). The Tuckman model of group development is also useful in creating a learning experience based on patterns of group behaviors. Michael Glass has identified steps in the creation of isomorphic experiences that are helpful to instructors. (KS)