Several years ago, Elon University set out to better understand experiential learning on campus. At the time, there was a pragmatic need to collect data that would inform revisions to the core curriculum, including an experiential-learning requirement (ELR) that had been in place since 1994. The question was whether it made sense to raise the experiential learning requirement from one to two units. So, using numerous student panels and rounds of faculty input, a relatively simple question was investigated: Does doing two or more units of experiential learning lead to better outcomes than doing only one? Since then a range of deeper research questions have been explored that might help improve the quality of experiences on campus. This article describes several major themes that cut across findings of that research. Three best practices related to experiential learning also emerged that would improve teaching and learning on many campuses: (1) provide a spectrum of experiential-learning opportunities; (2) frame experiences for broad liberal-learning outcomes; and (3) provide all students with access to each type of experience. Beginning with these broad approaches and then tailoring them for a campus's own student population appears to be an effective way to maximize experiential learning for student success.