In the recreation and leisure field, educators often strive to attain a level of experiential learning in the classroom. As we prepare students for the future, it is unlikely that they will be placed in a quiet room and asked to take an objective test. It is more likely that they will be asked to defend their ideas, collaborate in decision making, and create specific projects. The following discussion outlines theories and definitions that support the use of interactive final exam formats and offers several example exam formats within the context of the field.