Experiential exercises can be effectively incorporated into social work courses that focus on diversity, oppression, and social justice. This article describes three models of experiential activities, provides examples of exercises within the three models and empirical support for their effectiveness, and identifies criticisms surrounding their use in the classroom. The final section of the article offers general guidelines to instructors to prepare for experiential exercises, to implement them in the classroom, and to evaluate their impact on students. (Contains 1 footnote.)