The purpose of this paper is to compile research about education based on students’ experiences. As future teachers of social sciences we want to examine what an education based on students’ experiences generates as well as the conditions necessary for an enhanced experience-based education. The gathering of research was mainly made through the databases Libsearch and Swepub. Additionally, the Swedish schools steering documents have been used along with original texts of John Dewey. The findings in this paper conclude that experience-based learning enhances democracy and that democracy is a necessity for using this didactic theory. Furthermore, experience-based teaching lays the foundation for students becoming active democratic citizens. It provides the students with a range of perspectives, leading to a greater understanding of different views. At last, it facilitates the students’ learning process by using their previous experiences to build new knowledge. As teachers we are obligated to create a learning environment that provides the necessary conditions for an experience-based learning. Our research demonstrates the importance of good relationships between teacher and students in order to know them, their interests, thoughts and previous experiences. Moreover, teachers need to have a futuristic perspective on the goals of the education, and knowledge about the future needs of the students. Finally, the education must be inclusive for all students to be able to participate and share their experiences. Yet, there are issues with this method. Our students may have a variety of experiences, some that could be sensitive and some that could clash, which could lead to potential conflict in the classroom. Further, individualizing after each students’ experiences could be a time-consuming matter. Nonetheless, by working structuralized and continuously the positive effect outweighs these issues.