In business education, experiential learning (EL) is an increasingly common teaching approach, and it is strongly endorsed as a core pedagogy by leading business school accreditation bodies. EL theory posits that learning is enhanced when students engage in reflective problem-solving by connecting theories and knowledge to real-world experience (Young et al., 2008). It is this ability to bridge the theory-practice gap that makes the pedagogy particularly attractive to business educators, as it allows learners to engage in authentic tasks that mirror the professional practices they will need in their future careers. EL has the potential to be a powerful pedagogical approach, but studies suggest that the practical implementation of this theory is challenging for educators and that the effective learning impact of the pedagogy cannot be achieved without opportunities for reflection on the experience (Perusso et al., 2019). Using the lens of signature pedagogies (Shulman, 2005a), this thesis explores business educators’ experiences of using EL approaches across a range of disciplines in one business school. Signature pedagogies provides a research framework to explore not only the surface acts of teaching using EL but also the deep and implicit assumptions about discipline knowledge and values that underpin educators’ pedagogical choices, thus influencing learners’ professional formation. Using an exploratory case study design, 36 interviews were conducted to explore educators’ implementation of experiential learning and their perspectives on the benefits and limitations of the approach. The findings provide evidence of extensive and creative use of EL in business education. However, the data also indicate that the approach imposes significant demands on educators’ pedagogical competence, time commitment and access to resources. Using EL approaches with large undergraduate classes emerges as a particular challenge. In addition, critical reflection on the process of applying a signature pedagogy lens to the evaluation of EL as a core pedagogy in business education has provided significant insights and recommendations to researchers and educators are provided.