Charging undergraduate geography students with the task of designing a recreational trail in their local community offers an engaging experiential opportunity with potential to advance geographic learning in a real-world setting. This article presents an assignment in which students were asked to develop a recreational trail proposal for an undeveloped local conservation area and the results of a survey that asked the students to reflect and report upon the educational value of this experience one year later. Results of the survey validated the assignment's lasting value to the students across the cognitive, psychomotor, and affective learning domains.