Outdoor-adventure programs are often cited as designed to enhance the participants’ general skills (e.g., personal development, interpersonal communication, and creative problem solving) (Meyer, 2003). This paper introduces contributions of an experiential learning course to the professional development of students enrolled in a hospitality management program. The adventure management program emphasized active learning by putting business concepts into action at a resort, based on Kolb’s (1984) fourstage cycle of learning. Daily journal writing exercises stimulated students’ critical reflection and opportunities for instructional feedback. An open coding procedure based on the grounded theory (Strauss & Corbin, 1998) was used to generate categories that reflected the students’ experiences. The analyzed journal data helped identify three categories of reflections: emotional, cognitive, and personal/spiritual. Instructional recommendations include designing more context-specific exercises for student engagement at the resort and incorporating site-specific practical examples into the preexperience lecture series to enhance student learning. The author encourages tourism educators to expand their vision of experiential learning and shares insight on the process of organizing and orchestrating meaningful student-oriented educational experiences. University administrators will gain insight into institutional benefits (e.g., retention) and challenges of such programs.