As sport instructors prepare students for the industry through experiential activities and incorporating in-the-moment sport topics, the use of backward design allows for the desired goals and outcomes to drive the instruction (Wiggins & McTighe, 1998, 2005). In addition to backward design being applied in sport courses, the design has been utilized as instructional methods in the medical field (Emory, 2014; Tornwall, 2017; Wright et al., 2018) and K-12 educational systems (Childre et al., 2009; McTighe & Thomas, 2003). This outlook is critical in establishing the importance of backward strategy considering a curriculum. One tactic in working through the steps of backward design is to interconnect the approach with an experiential method. Experiential learning is defined as putting students in environments that support learning through practical experiences (Tiessen et al., 2018). When considering the activity step of a backward design, the instructor of an undergraduate sport management course utilized a tabletop activity. A tabletop activity allows students to develop skills in critical thinking, communication, creativity, and collaboration (Hinton et al., 2018; Wiggins & McTighe, 1998, 2005). The article delves into the implementation of experiential learning in the classroom setting through a backward design instruction. It also provides an overview of existing literature related to tabletop activities and the preparation needed from instructors to incorporate such experiential opportunities into their classroom settings, specifically within the sport industry.