Background: Outdoor Adventure Education (OAE) predominantly centers learning around individual goal setting and experiences and has not traditionally elevated Indigenous Knowledge Systems (IKS). Purpose: This research focuses on understanding how student learning and inquiry is affected through OAE that emphasizes the importance of IKS as a starting point for environmental and experiential data collection. Methodology/Approach: Over the course of two multi-day river trips on Idaho's Salmon River during the summer of 2023, 30 incoming university students encountered an Adventure Learning (AL) educational framework centered around IKS. Students used citizen science methods to collect environmental and experiential data to be shared digitally using GIS applications prior to oncampus learning. Web-based surveys will be sent to assess learning impacts. Results will be analyzed for changes in appreciation and awareness of IKS. Conclusions: We anticipate that the data will demonstrate an appreciation and awareness of other ways of knowing within OAE that decenters a Western epistemic ideal of goal driven knowledge production and elevates IKS as a recognized and respected approach to knowledge production. Implications: Incorporating a hybrid environment for incoming university students to address personal knowledge production in context to IKS will promote various decolonizing projects within higher education through shifting student inquiry.