This paper discusses the notion of experiential learning, described as an effort to foster the development of the learner as both a person and a language user. Definitions and discussions of implementation strategies for experiential language learning are provided, followed by an examination of ways in which the linguistic content of a course can be specified. Techniques and human relations aspects of experiential learning are also discussed. It is suggested that experiential learning entails a shift of attention to personal relationships and experiences, and that the way a teacher works with the material is more important than the material itself. Contains 60 references. (LB)