Ah ha moments are often mentioned in education literature. These moments are suggested to be a powerful aspect of learning, yet limited research is present regarding this topic. Ah ha learning moments have also not been defined in the education literature, resulting in the likelihood that each educator and learner may have differing definitions. Before studies can be conducted to seek out educational strategies to promote these learning moments, a clear definition is needed. This article presents the results of a modified Delphi study aimed at seeking a consensus definition of ah ha learning moments among a group of experts from varied education settings.