The use of experiential learning techniques has become popular in business education. Experiential learning approaches offer major benefits for teaching contemporary management practices such as cross-functional and team-based working. However, there remains relatively little empirical data on the success of experiential pedagogies in supporting such efforts. In this paper, we investigate one exercise and the impact it has had on the student experience and learning performance. Two analyses are conducted: firstly, students were surveyed to establish their perceptions of the quality and value of the exercise related to these aims; secondly, 10?years of course marks were evaluated for changes in overall student performance after the introduction of the exercise. Findings provide strong support for experiential approaches. Implications for management education are discussed. (Contains 4 tables and 1 figure.)