Single-sex adventure education programs for adolescent women give them space to challenge traditional feminine roles, relate to other women without the pressures of mixed-sex groups, and examine issues such as personal relationships and health within a safe environment. If there are insufficient women facilitators, male staff should have awareness training to enable them to work sensitively with young women. Starting programs at a low skill level enables participants to visibly achieve, have fun, establish ground rules, and get to know each other and the facilitator. The primary focus is not necessarily the acquisition of activity skills, but rather the personal development acquired through participation in the activity. Because changes in personal development, assertiveness, and self-esteem are difficult to quantify, monitoring and evaluation are crucial. This can best be achieved by negotiating the program's aims and learning outcomes with participants. Initial goals should be simple enough to ensure that the young women experience success. Once success has been achieved, the aims can be renegotiated and developed, and feeling more empowered, the young women may ultimately be able to make significant life-changing choices. Whether positive outcomes are transferred to other areas of the young women's lives depends on the sensitivity and abilities of the facilitator. A 12-week adventure project for young women, funded by an English local education authority, provides examples of these points. (TD)