In the modern education system, individuals are raised from an early age to adhere to learning processes focused around the hypothetical. Such conceptual learning, however, has recently been found to be less effective than a comparable style of learning called Experiential Learning, which is the process of learning by doing. By engaging students in hands-on experiences and reflection, they are better able to connect theories and knowledge learned in the classroom to real-world situations. However, the flexibility of Experiential Learning leaves it open to a wide range of interpretations, which does not establish a consistent benchmark. This research project focuses on establishing a concrete definition for Experiential Learning through the analysis of various experimental scenarios and how it is measured in the post-secondary learning environment. Taking into consideration the inductive processes we utilize to code our collected data, as well as the criteria we collect to filter our data. Such work would benefit a large part of the population through a more effective learning process and will allow other researchers to determine whether scenarios and other experiences fit the criteria to be evaluated as an experiential learning setting as well as design experiments that better reflect experiential learning as a whole.