A study focused on identifying what resources social studies teachers (n=120) were using in their classrooms for the benefit of their students as well as identifying experiential learning resources on the Internet, in software programs, and in central Virginia. Studies were reviewed to determine the effects of experiential learning on students. The studies indicated experiential learning does benefit students in ways traditional teaching methods may not. A teacher survey was distributed to high school social studies teachers in three counties in Virginia to identify what resources teachers were using for experiential learning and whether or not they were using them. A second survey was given to administrators at six sites. Results indicated reasons teachers were not using the resources. All respondents listed high-stakes standardized assessments as primary reasons. Findings also suggest that interest in and understanding of the value of experiential learning are other reasons teachers did not use the resources. Suggestions are offered to promote experiential learning within the standards-based teaching environment. Includes two figures. Contains 13 references. (Author/BT)