Many colleges and universities have responded to the National Research Council’s (1984) call for educational reform by turning to experiential learning environments. Due to its heightened importance from this perspective, this study reviewed literature pertaining to experiential learning programs in animal agriculture. While Kolb’s (1984) model of Experiential Learning is often acknowledged in the literature, it fails to recognize the importance of social interactions and its importance in program development and evaluation is often underplayed. Consequently, a perspective of experiential education is proposed to better support the experiential and social aspects of these valuable programs. Since a great deal of research on experiential learning programs neglects to make ties between program outcomes and educational theory, there is a gap in knowledge regarding how students experience a program. It is equally important to understand how they have learned so that programs can be modified and strengthened accordingly. As time passes, the demographics of students in agriculture will continue changing, as will the needs of the agricultural industry. By maintaining an understanding of the educational, experiential, and social facets of a program, as well as programmatic outcomes, educators can more successfully prepare undergraduates in agriculture for the challenging futures that await them.