Experiential educators claim to value student-centered learning, yet the values, as evidenced in practice, are often teacher-centered. The purpose of this article was to increase awareness of the inconsistencies between espoused values, and values in practice, effecting teacher and student power relationships during the facilitation of experiential programs. The literature review includes related philosophical topics, a summary of what other professionals in the field have written about student-centered facilitation, and an overview of eight generations of facilitation. The author argues that teacher-centered facilitation is problematic in experiential education and justifies increasing the use of student-centered facilitation practices. Suggestions are provided for: (a) establishing forums for dialog about student-centered facilitation, (b) incorporating more student-centered facilitation practices, and (c) considering student-centered learning during program development and facilitator training. The author concludes that the profession's very commitment to integrity necessitates that we, as experiential educators, take action in order to ensure that our programs become more student-centered. (Contains 2 tables.)