Experiential learning is a foundational element to agriscience education. The purpose of this study was to examine the effects of reflection type and abstraction order on students' scientific reasoning skills when teaching experientially. Three major conclusions can be drawn from this study: (1) reflection type and abstraction order are independent of one another; (2) reflection-on-action, regardless of abstraction order, is more effective when developing students' scientific reasoning skills; and (3) pre-abstraction is more effective when developing students' scientific reasoning skills regardless of reflection type. It is recommended that future studies be replicated with a larger sample population, provide a longer duration of treatment, and consider individual learning styles as they pertain to reflection, abstraction, and other dependent variables not examined in this study. Regarding recommendations for practice, it is recommended that professional development opportunities exist for in-service teachers. The developers of professional development opportunities should focus on how to better develop students' scientific reasoning skills through experiential learning, reflection as a teaching strategy, and designing learning experiences. Finally, the results of this study should be shared with pre-service teachers in teaching methods and curriculum design courses to allow preservice teachers to make informed decisions when designing learning experiences.