Student-led chapter presentations provide an excellent opportunity for instructors to evaluate a student's comprehension of the assigned chapter, as well as the student's ability to present and convey information in a public forum. Although several instructors realize the benefits of requiring students to complete chapter presentations either as an individual project or as a group assignment, only a few are aware of the additional benefit of utilizing David Kolb's Experiential Learning Theory as a presentation tool. Kolb's theory suggests that each person has an individual preference for apprehending information and transforming it into meaning. There are two important benefits of using Kolb's theory as a presentation tool. First, Kolb's theory is effective as a method of speech organization because there are four learning modes that easily translate into four main points of a speech outline. Second, utilizing Kolb's theory as a presentation tool can be viewed as an additional means of audience analysis because it forces the speaker to concentrate on the audiences' preferences for receiving and making meaning of information. This article describes a chapter presentation assignment that allows students an opportunity to utilize Kolb's learning cycle as an effective method of speech organization and presentational tool. Students will gain applicable experience using Kolb's model as a method of organization as they develop their own speech-preparation outlines. [A list of references and suggested readings is included.]