This dissertation examined how recent graduates from an animal science program described the role of experiential learning on their educational success in eastern Tennessee. The goal of this qualitative descriptive study was to understand how recent graduates describe the role of experiential learning on their educational success by answering the following questions: RQ1: How do recent animal science graduates describe the role of the four steps of experiential learning on their educational success? RQ2: How to recent animal science graduates describe the role of experiential learning on their skill attainment? The researcher gathered information from 12 semi-structured interviews and one focus group. David Kolb's experiential learning theory was the theoretical foundation for this research. Thematic analysis was used to identify the six themes: (1) Guided instruction improved their learning and educational success. (2) Reflection during instruction improved their learning and educational success. (3) Retrying the skill led to improved learning and educational success. (4) Hands-on experiences increased their learning and educational success. (5) EL helped participants gain strategic skills. (6) EL helped participants gain technical skills. The findings suggest that various aspects of experiential learning positively influence recent graduates' educational success and help them to gain necessary skills. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]