<p>There is strong evidence that co-curricular experiential learning activities positively contribute to the development of well-rounded and successful engineers. However, discussions and surveys conducted during the 5th BME Educational Summit in May 2024 revealed that co-curricular activities—such as optional engineering internships, co-ops, independent research, and clinical immersion experiences—are often neither integrated into BME curricula nor guided by evidence-based pedagogy. In this perspective article, we propose that framing these co-curricular experiences within a cohesive pedagogical model, such as Kolb’s Experiential Learning Theory (ELT), can enhance and standardize student learning outcomes. We review existing literature on the benefits of co-curricular experiential learning, present survey data on BME student participation across various institutions, address barriers to participation, and discuss the level of integration within academic curricula. Additionally, we describe Kolb’s ELT, explore how BME programs are incorporating experiential activities, and provide specific examples of programs that emphasize student preparation, outcome setting, and reflective learning for co-curricular activities. We conclude that further research on the application of ELT to co-curricular experiential learning experiences is essential for establishing best practices to maximize student learning from these activities.</p>