Language learning is a complex and multi-faceted process where exploration of learner variables never ends. The search for an educational method or approach that engages and equips learners with employability skills steered the researcher towards Kolb’s experiential learning theory. This research investigates the influence of Kolb’s experiential learning cycle on knowledge retention among Omani students at the tertiary level. Eleven tasks were designed based on Kolb’s four modes of the learning cycle. Retention of knowledge was calculated from data collected from a pre-test at the beginning of the semester and a delayed post-test three months after the end of the semester. Despite the gap of 90 days after the intervention, the results showed a statistically significant difference in knowledge retention between the experimental and the control group. An in-depth analysis revealed that the two groups differed in the rate of procedural knowledge retention compared to declarative knowledge.