An alternative approach to extension education for Pineapple farmers in Tableland, Trinidad was initiated based on constructivist learning principles. Experiential learning and interactive techniques, which facilitated self-discovery, were used to address identified problems in fertilizer use and insufficient soil conservation practices. The objectives of this exercise were to pilot a participatory method and to encourage farmers to change the agronomic practices that they discovered reduced their optimum returns. Traditional technology transfer approaches were not considered appropriate as these farmers were operating profitable enterprises, albeit in an unsustainable manner. Group administered preevaluations, simulation exercises, walk-about on plots and structured discussions were used to guide farmers to identify problems in their production practices and to suggest workable solutions to which they could commit themselves to implement. Farmer involvement and feedback throughout the sessions were high and initial evaluation indicated improved contextual knowledge. This initiative also presented an opportunity to introduce participatory techniques to extension field staff, who would be the main facilitators of this approach and to challenge them to use creativity in designing participatory exercises, which simulate the concepts to be conveyed. The experience has wider application in other farm enterprises.