Fifteen fifth grade students designated disruptive by their classroom teachers in the State College Area School District of Pennsylvania were divided into three groups and exposed to three weeks of differing lead-up activities followed by a week of residential outdoor education activities at Pennsylvania's Stone Valley Outdoor School. Employing pre- and post-tests, data were collected by classroom teachers, an outside observer, and counselor-teachers via the Devereux Elementary School Behavior Rating Scale, the Peterson-Quay Behavior Problem Checklist, and informal taped interviews with the teacher-counselors on the final night of the outdoor school experience. Data were analyzed in terms of total and individual test scores and the lead-up approaches (field experience, media and discussion orientation, and workbook project). Major findings were: the media/discussion oriented group demonstrated significant behavioral improvements re: achievement anxiety, decision making abilities, attention span, relevant characteristics of a person who is not nervous, withdrawn, or inattentive; the field experience group improved in teacher rapport; a resident outdoor school experience could positively influence certain problem behaviors; and the type of lead-up methods used did influence behavioral outcomes. (JC)