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This article is intended to theoretically analyze experiential learning as one of the approaches based on human experiences in Islamic education. Further, it explains the experiential learning steps applied in Islamic education. As critically shown, many settings of Islamic education practices have longer been considered as normative, verbalistic and un-contextual. Values teaching as emphasized by this subject have been too theoretic and cognitive-oriented while affective dimensions have generally been ignored. In addition, coincided with the strongly theoretical orientation, learning methods applied are likely to promote one-way communication by which teachers are mostly dominant in knowledge transformation. As a result, students are placed as objects as well as passive learners. This article further explores the experiential learning processes where those students are able to experience, express, explore/discuss, conclude and implement relevant knowledge. This type of learning is possible for students to be active and directly involved in their dynamic classes. Through these experiential activities, the Islamic teaching can be more interesting and fun for both students and teachers.