Students with social, emotional, and behavioral difficulties (SEBD) often struggle in traditional classroom settings. Outdoor adventure education programs have been proposed as an alternative approach to support these students. The purpose of this study was to investigate the impact of developing and implementing an outdoor adventure education program on teacher self-efficacy, teaching practices, and use of non-punitive measures when working with students experiencing SEBD. Study findings revealed enhanced teacher-student relationships, increased teacher self-efficacy, and a reduction in the use of punitive measures, particularly suspensions, among students participating in the program. Findings suggest outdoor adventure education programs have the potential to positively impact both teachers and students, highlighting the importance of relationship building, collaborative teamwork, and experiential learning in supporting the development of students with SEBD. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]