This study applied Jarvis’s experiential learning perspective as a theoretical framework to explore and understand female Southeast Asian immigrants’ experiential learning processes when coping with daily environmental risks, and to analyze their major components. Using qualitative methods, we conducted in-depth interviews with six female Southeast Asian immigrants who live in two cities in northern Taiwan. We found that their learning patterns developed along three learning paths, which were influenced by the nature of environmental issues and differences in the objects of concern: non-learning, non-reflective action learning and reflective hybrid learning. The process of reflective hybrid learning followed three stages: a passive adaptation stage, an active integration stage, and a creative reconstruction stage. Personal feelings were highly affected by social context factors, such as the language environment, the level of support from family and society, traditional Taiwanese concepts of family, traditional mothering roles, as well as national and social norms, and these were the main factors determining whether their affective experiences tended to be negative, autonomous or self-confident. These factors also influenced their adoption of various kinds of learning patterns: 1. When experiencing strong negative feelings, they engaged in passive imitation, in order to conform with family expectations; 2. When feelings became autonomous, learning patterns changed from passive to active, and based on past personal experiences, and through the replication of former experiences, physical feelings, cognitive strengthening and interpersonal interactions, they integrated old experiences into reconstructed new experiences; 3. As they established self-confidence, they gradually molded new life principles and family and social networks, changing the relationships between self, family, society, and even the wider environment.