This interpretivist qualitative study used a life history method to analyze the foundational tenets of experiential learning in agricultural education and determine if the tenets are common to the components of authentic learning. The four tenets of experiential learning in agricultural education were: learning through real-life contexts (Dewey, 1938), learning by doing (Knapp, cited in Lever, 1952), learning through projects (Stimson, 1919), and learning through solving problems (Lancelot, 1944). The four tenets of experiential learning were conceptually aligned with the three criteria of authentic learning (Wehlage, Newmann, & Secada, 1996) because experiential learning engages students to solve problems inductively, actively use and explain knowledge through solving problems, and make connections and apply knowledge beyond the classroom and school, based on real-life problems. Teacher educators, preservice teachers, and in-service teachers of agriculture should base their instruction on an experiential learning model that is grounded on the philosophies of Dewey, Knapp, Stimson, and Lancelot, and aligned with Newmann and Associates (1996) authentic learning standards because it is likely to provide a sound psychological framework for learning.