In this article, Eric Riedel, Leilani Endicott, Anna Wasescha, and Brandy Goldston describe the scholar-practitioner model that frames ee-learning at Walden University. Traditional approaches to experiential learning emphasize experiences concurrent with or following classroom instruction as a way to make knowledge more meaningful. By contrast, the vast majority of students at Walden University are adults with significant experience in their chosen field already but have chosen an online format to pursue graduate education. The scholar-practitioner model practiced at Walden fits within John Dewey's theories of education and experience by seeking to refine work experience such that current and future professional experience is understood within a wider framework of the public good. Curricular examples are provided on this approach and a content analysis of social change activities self-reported by alumni are examined for evidence of its subsequent impact. (Contains 8 exhibits.)