Interviews with six academically gifted students at Antioch College (Ohio) examined how Antioch's experiential learning program, which alternates study semesters with full-time work semesters, identified three themes: recognition of the responsibility for one's own learning; unique challenges made possible by experiential learning; and learning from similarly engaged and maturing peers. Implications for gifted secondary and postsecondary education are drawn. (Contains references.) (DB)