As companies and other organizations increasingly recognize society’s demand for greater social and environmental sustainability, university and college business schools have responded with new pedagogic approaches. Business schools have begun to offer courses in business models and business model innovation that focus not only on profit-normative goals but also on social and environmental goals. This paper describes an Experiential Workshop for university undergraduates in which the Service-Learning pedagogic approach is taken and Flourishing Business Canvas is applied as a tool for collaborative visual business modelling. In the Workshop, the students work with business model innovation for a biogas production cooperative of farmer-members in southern Sweden. The students take the role of problem-owners and problem-solvers as they co-create new business models ideas for the cooperative. The paper presents the students’ achievement of three Learning Objectives as they engage in meaningful, “real-world” simulations with a high degree of autonomy that allows them to combine their theoretical knowledge with practice. Implications for educators who wish to test the Experiential Workshop in their classrooms are proposed. The paper concludes with the suggestion that Education for Flourishing is a useful expansion of Education for Sustainable Development. •A pedagogic approach for increasing awareness, reflection, and learning about flourishing business modelling is described.•The use of practical visual collaborative tools (Flourishing Business Canvas) in learning and action is evaluated.•The Flourishing Business Canvas is a trans-disciplinary tool that requires a new pedagogic approach.•A business model Experiential Workshop is designed, conducted, and evaluated.•Experiential service learning can increase awareness about flourishing in Education for Sustainable Development.