Conceptual mapping of existing knowledge on previous subject learned with the new knowledge can be accentuated using experiential learning methodologies. Open-ended laboratory (OEL) initiative exemplifies the intended outcome of experiential learning cycle where the learners encounter new experiences via laboratory experiments, reflecting the observation made interconnecting the inconsistencies between experience and understanding. This provides a solid basis for the learners to create or modify existing abstract concept of the experiments undertaken. These experiences will be put into context where the learners actively and adaptively experimenting and integrating previous knowledge with the new knowledge and put into practice by developing appropriate experimental procedures in order to achieve the set objectives given for a particular problem statement. This chapter illustrates the concept of open-ended laboratory (problem based), describing the transition of traditional laboratory (TL) to problem-based learning experience via experiential learning methodologies. The methodologies in developing the OEL in a chemical engineering laboratory course and their implementation in a process control laboratory setup were also outlined. The transition of traditional to problem-based findings and course outcomes attainments were investigated and measured using appropriate tools. The challenges and difficulties in implementing OEL were described and analyzed with data obtained from the experiences of conducting OEL in the School of Chemical Engineering, Universiti Sains Malaysia.