This research study investigated the use of experiential learning by secondary level history educators to determine in what ways experiential learning activities are being used to teach and to engage students with history. The qualitative data collected through two in depth interviews demonstrates that while experiential learning is often effectively used to engage students with history, it is not being used to its full potential as an effective tool to foster critical thinking and inquiry. Numerous difficulties in accessing experiential learning programs and tools, particularly in terms of financing and planning logistics, and in terms of geography in rural locations, have resulted in experiential learning activities being seen as an approach to be used selectively and often as a reward at the end of a unit
