Since the last half of the 20th century, renewed attention has focused on educational reform. Although many educators advocate changes at the university level, actual reforms are still relatively scarce. One reason why so few changes were documented could be that improving education is a complex and difficult process; many frame factors could potentially present barriers to student learning. This qualitative study of a horticulture and agricultural education class attempted to explore some possible barriers to undergraduate student learning: (1) preconceptions and (2) learning style. This study found that students' preconceptions may be linked to their positive or negative reaction to an experientially-based course, but preconceptions did not appear to be linked to how much useful information students said they learned in the same course. There did appear to be a link, however, between the kind of knowledge gained and what students perceived as useful information. Instructors may benefit from exploring learning theory and employing a variety of teaching styles when helping their students to learn. Experientially-based undergraduate courses allow students to learn through all four phases of Kolb's learning cycle and may lead to more versatile learners. Although students' learning styles could not be linked to comfort and satisfaction in the course, most students reacted positively to the course. It may be beneficial to consider learning styles when designing and teaching courses to maximize student learning. Additional studies using these same qualitative methods would add to the body of knowledge regarding student-generated barriers to educational reform. This could lead to less student resistance to educational reforms and greater learning.