Business educators have been challenged recently to provide increased experiential learning opportunities for students. Proponents of experienced-based learning subscribe to the view that such experiences engage students actively in the learning process, and because of the linkage between practice and theory, better prepare students for the "real world." At the same time, there are major impediments to using experiential learning projects in the context of a university system with a formal curriculum. Significant time commitments, uncertainty of educational outcomes of such experiences, and potential negative end-of-term evaluations associated with the use of innovative teaching methods may collectively dissuade faculty from using active-learning projects in practice. This paper provides a descriptive account of the process used to develop and implement an experiential learning project, in the form of a student consultancy project in an upper-level retail marketing course. This process consisted of three primary phases or steps: pre-course planning (including development of project objectives), project implementation, and project assessment. The project in question dealt with decisions associated with an impending relocation of a retail establishment and was completed by students on a small-group basis. Assessment data, from various stakeholder groups, suggests that the project was successful in terms of a pre-specified set of educational objectives. As such, this paper should be of interest to those who would like to develop a similar project in a retail marketing course or to those interested in developing consulting-based projects in other business courses.