A persistent challenge in theatre education is effectively translating theoretical knowledge into practical competence. Educational field trips offer a potential solution by providing experiential learning opportunities. This qualitative study investigated the impact of such a field trip on the attitudes, learning, and engagement of level 100 Theatre Studio students in the Department of Theatre Arts, University of Education, Winneba in 2015. Employing experiential learning theories as a framework, data were gathered through semi-structured interviews, field notes, and document analysis. The analysis revealed three key themes: enhanced student confidence and teamwork; a deeper comprehension and appreciation of theatrical production processes; and the acquisition of practical skills in observation, analysis, and technical domains. The findings indicate that well-designed field trips, encompassing pre-trip preparation, in-trip activities, and post-trip reflection, significantly improve learning outcomes and cultivate a stronger connection to theatre practice. While the study’s sample size of sixty participants is a limitation, it underscores the significant potential of experiential learning within theatre education and suggests directions for future research within the Theatre Studio curriculum.