The concept of experiential learning, in one form or another, has been around a long time, some would say going back to Confucius. More recently, however, within the United States it was put into practice in a very aggressive form, cooperative education, created by Herman Schneider and initiated at the University of Cincinnati (UC) in 1906. Shortly thereafter, in 1909, Northeastern University started its own version. As with Schneider's UC program, Northeastern's alternated periods of full-time work and periods of study. Interest in experiential education picked up again when significant federal funding became available in 1965, and it has recently gained ground globally as "work-integrated learning." In fact, with the expansion of internships, study abroad, service-learning, and undergraduate research, everyone nowadays seems to be interested in experiential education. Yet the best way for an institution to move forward in the creation or evolution of such a program is not always so clear, nor is it easy to discern the extent of the commitment needed. This chapter offers possible strategies for designing and implementing experiential education programs.