Experiential learning using open-ended cases differs from classical decision case methods since answers are not known. Conventional case studies challenge students to discover what instructors already know to achieve a good grade. Open-ended cases tackle the complexity of real-life situations where answers are yet to be discovered. Student-instructor-client teams work together to assess the situation and derive potential solutions to help meet clients’ needs. We have applied this strategy in farming systems in the U.S. Midwest, where students develop a cross-farm analysis of production, economic, environmental, and social dimensions of the farms. In Norway  an Agroecology MSc program has immersed students in farming and community food systems. Students interview farmers to discover their goals, walk the fields to assess soils, crops, and natural resources, and visit the buildings and equipment to evaluate current infrastructure. After exploring the farm, students research potentials of the current resource base to help the farmer meet their goals. In communities, they meet key clients from local government, schools and hospitals, processing and marketing, and consumer focus groups, again to discover goals of the community for improving their food systems. After two farm and community visits, students develop possible scenarios to meet clients’ goals, and present these in the community for further discussion. There is no set protocol for interviews; part of the discovery learning is students exploring and discovering what works in a given context. An open-ended process creates a strong sense of responsibility and commitment by student teams to deliver viable recommendations to clients. Over the past three years, communities have paid half of team expenses for travel, food, and lodging, increasing the commitment on both sides of the agreement. Evaluation of learning indicates a high level of motivation in students and in-depth appreciation of the complexity of farming and food systems.