Experiential learning has emerged as an important aspect of educational reforms in various parts of the world, including India. Experiential learning has become a pillar of student-centred learning, as highlighted in India’s National Education Policy (NEP) 2020. In Meghalaya’s Ri Bhoi district, an area renowned for its rich tribal culture and diverse educational landscape, the practice of experiential learning in Government, Private aided, and Private unaided schools remain underexplored. This exploratory, qualitative study employs a case study method from an interpretivist perspective to explore how teachers and head teachers apply experiential learning techniques and how students perceive these methods. This chapter presents the conceptual and theoretical backdrop of the study, formulates the research questions, and states its objectives and significance.