The aim of this study was to examine the postgraduate theses written on Kolb’s Experiential Learning Theory between 2002 and 2022 in Türkiye. In this purpose, 56 of postgraduate theses registered in the Thesis Centre of Council of Higher Education were examined. In addition to their perspectives on Kolb’s Experiential Learning Theory, graduate theses were examined in terms of graduation degree, date of completion, university they were completed, title of advisors, sample group studied and research design. The study was carried out through document analysis that is one of the qualitative research methods. In this study it was revealed that the theses examined focused on only learning styles and ignored experiential learning cycle and other components of the Experiential Learning Theory.