This paper illustrates how community-based ecotourism (CBET) is a site of experiential learning which may encourage transformative learning for visitors. An experiential CBET curriculum is identified which is centred on ecotourists' nature, adventure and cultural experiences. In this curriculum, Nature Shock, Adventure Shock and Culture Shock serve as Concrete Experiences in Kolb's 1984. Experiential learning. Englewood Cliffs, NJ: Prentice-Hall experiential learning cycle, and may potentially act as disorienting dilemmas to stimulate transformative learning. These three types of disorienting dilemmas are discussed with reference to literature on wildlife and nature tourism, adventure tourism and outdoor education, and international volunteer tourism, respectively. Three empirical case studies of CBET in Southeast Asia are used to provide context to the discussion. Finally, the paper provides an elaboration of six pedagogical themes pertaining to how the transformative learning of visitors to CBET projects might be enhanced.