Experiential learning, through fieldtrips and study tours, is widely recognised as an important component of education for natural and built environment disciplines. Problem-based and experiential learning within fieldtrips can promote skills development. Yet the design of the teaching and learning experience must align with learning outcomes and student expectations if fieldtrips are to be pedagogically effective. The teaching method, types of assessment, fieldtrip location and context, staff-student ratio and interactions, and post fieldtrip activities and feedback all potentially affect successful learning outcomes – especially deeper learning (e.g. comprehension and analysis). The planning literature on this topic is scant. We currently do not know which aspects of fieldtrips work best and why. Nor do we know which types of assessment and which fieldtrip components best contribute to the development of employability skills. Using an interdisciplinary evidence-based approach, this paper identifies best practices for effectively embedding fieldtrips into the planning curriculum to maximize skills development. The paper uses a systematic quantitative literature review of peer reviewed journal articles on fieldtrips in tertiary education in natural and built environment disciplines to identify best practice.