Suggesting that experiential learning exercises are potentially powerful means for promoting student learning, this paper explains an experiential learning model, offers guidelines to consider when utilizing experiential learning strategies in the classroom, and presents 15 experiential learning activities that can be used in teaching communication theories. The paper begins with a description of J. W. Pfeiffer and J. E. Jones' cycle of experiential learning--experiencing, publishing, processing, generalizing, and applying. Guidelines offered in the paper include: plan activities that meet the learning needs of students; have students share their reflections and observations in group discussions; and allow students ample time to process and reflect on the experience. The paper concludes with 15 step-by-step activities on the following topics: self-disclosure, power in relationships, nonverbal communication, constructivism, first impressions, conflict, perception, expression of emotions, active and reflective listening, internal and external rules in relationships, systems theory, implicit contracts, organizational values, and organizational structure. Contains 10 references. (RS)