Group status hierarchies can affect the experience of individuals and the outcomes in groups of outdoor adventure education programs. As status is associated with perceived competence, this study aimed to explore the strategies used by group members to influence others' perceptions of their competence in an educational expedition group. Drawing on ethnographic data, a Bourdieusian sociological framework was used to highlight the rationale underlying the different strategies identified. First, we examined the group communication dynamics, and situated participants' communication and leadership acts in the specific hierarchical social context of the group. Second, we identified three categories of strategies aiming at improving one's perceived competence: a) implicit claim of expertise, b) strategies that threatened the status of others or group outcomes, and c) strategies to mitigate status disadvantages. Building on these results, we proposed ways for practitioners to improve inclusivity, student safety, and learning.