SUMMARY
When students are required to reflect on their experiential learning, they face many challenges. Moreover, if teachers and advisors do not implement reflection effectively, students are less likely to internalize the lessons they learn from their experiences. Based on a multi-case study applying grounded theory, this research examined how reflection on experiential learning was implemented at six International Baccalaureate schools in Turkey. Several patterns emerged across schools from which the authors developed a theoretical framework for conceptualizing the reflection process for experiential learning with respect to (1) timing and frequency of reflections, (2) formats and contexts for reflection, and (3) feedback about reflection. The authors make a number of recommendations for improving the reflection process in the aforementioned areas and offer suggestions for future research.