Liminality is the state of being betwixt and between and is often characterized by ambiguity, discomfort and uncertainty (Turner, 2011). This concept is discussed and conceptualized as it relates to learning and development in experiential education. The aim is to examine the role of liminality in the context of a wilderness expedition with specific focus upon how liminality generates learning and identify tools to engage within the liminal space. Application of this examination and conceptualization is revealed in the perspectives of selected educators in the field, student reflections and the analysis of the literature discussed.