A primary goal in experiential education is to facilitate the learning from the activities in a meaningful, empowering and compelling manner. The activities, which are used to guide a reflective session, debrief a particular incident or process a learning activity vary greatly across the profession. In a study of 76 experiential educators in Australia, North America and South East Asia it was found that the activities used to process experiences tended to be more influenced by the learning styles of the facilitators than by the needs or preferences of the individual learners. Drawing upon learning styles theories, this study advocates the need for additional focus upon the broader learning needs of the participants when choosing the reflective activities.