This article reports on an application of Kolb's (1981; 1984) experiential learning cycle in the context of international marketing education. Two study tours, in which International Marketing students at a U.S. college visited various cities in Europe, are described, with an emphasis on the ways in which differences in the structure of the tours may have affected learning outcomes. Implications of these outcomes for the development of international learning experiences, and for future research in this area, are discussed. (Contains 1 figure.)