The paper presents the analysis of existing theory, assumptions, and models of adult experiential learning. The experiential learning is a learning based on a learning cycle guided by the dual dialectics of action-reflection and experience-abstraction. It defines learning as a process of knowledge creation through experience transformation, so knowledge becomes the result of experience understanding and transformation. Experience understanding is information taking, and experience transformation is information and action based on this information interpreting. The experiential learning is a cycle and requires a learner's focus, his reflection on the experience, generalizations development, and generalizations verification. In the center of experiential learning models is a learning process, but the subject matter is also important. So educators characterize experiential learning from two aspects. The first group of researchers focuses on the process of learning from experience; the second one focuses on the context of the experiential learning. This learning is designed to engage students in direct experiences tied to real-world problems and situations. In this learning the instructor facilitates and does not direct student progress. Another benefit of experiential learning is a strong motivation to learn, which is provided with students engagement in learning experiences and feedback. The experiential learning makes possible for students to face unknown situations and problems in a real-world context. To make the decision, students need to analyze what they know, what they do not know, and how to learn it. This motivates students to reflect on their existing knowledge and make it deeper through reflection; transfer their prior learning experience to new context; acquire new ideas, principles, and skills; improve communication skills since they help students to become self-directed life-long learners.