While all learning and knowledge can be attributed to experiences, not all experiences are educative. Experiential learning is a highly utilized theory and pedagogical practice in agricultural education and has been since its inception as a discipline. The purpose of this research is to examine the theory of experiential learning as it applies to agricultural education. Therefore, this philosophical discussion aims to continue the work conducted by Roberts (2006), and aid in further understanding the phenomenon of experiential learning. Specifically, this study includes a synthesis of recent empirical research on experiential learning, especially in agricultural education settings. We also offer considerations from seminal literature by experiential learning theorists. A revised process model that emphasizes experiential learning is not a stepwise process is presented. Also, we provide revisions to the model for contextualizing experiential learning. Lastly, we present a holistic model of experiential learning that includes both the process and context of experiential learning.