This exploratory qualitative study investigated the learning process in field education from the perspective of two major stakeholder groups. Field instructors (n=80) and students (n=100) participated in an experiential exercise (Jarvis, 1987) that used Kolb's Learning Cycle as a basis to explore and expand upon their perceptions of how this learning occurs. Data consisted of modifications participants made to Kolb's model. Findings suggest key elements of experiential learning operative in field education are missing from Kolb's model, in particular the role of relationship. Further research is needed to develop a model more reflective of the learning process in field education. (Contains 5 figures.)