Adventure training has become fashionable over the past few years in Hong Kong. Current Education Reform suggests learning should not be confined to the classroom, and adventure training is viewed as an alternative method to institutional routines for personal and group development. This paper reported a longitudinal study investigating how learning happened for four church members (out of twenty-five participants) purposively selected in an adventure team-building camp. Both quantitative and qualitative instruments were used. Results shed light on: (1) how the constructs of self-efficacy and organizational commitment helped to conceptualize what people meant by a team; (2) how qualitative findings revealed evidence of learning of the four members which could not be observed by quantitative findings; and (3) how participants experienced and learnt from adventure training. (Contains 1 endnote.)