Experiential learning courses (ELCs) permit pre-service teachers to acquire accurate experiences from the learning environment to better prepare them to the teaching profession. This research focused on the viewpoints of teachers toward ELCs. As a correlation research, the pre-service teachers of a state university and in-service teachers of its cooperating schools served as the respondents using the stratified proportionate random sampling. This study employed the correlation procedures to determine the association between variables. Younger pre-service teachers possessed a strong standpoint to have developed their self-assurance and open-mindedness through ELCs. Older preservice teachers with maximum academic loads displayed strong disagreements that their registration to ELCs was in conformity to the course requirement. On the other hand, in-service teachers with family responsibilities reflected strong disagreements on the feeling that they donâ€™t enjoy confidentiality when confronted with queries and that they are strained by the presence of teacher trainees in their classrooms. In-service teachers with longer years in the teaching profession did not consider ELCs as a disturbance in the learning environment. Finally, in-service teachers with graduate degrees exhibited strong disagreement to have misused so much time coaching teacher trainees.