The Philosophical Influence Model presented in this paper is suggested as helping to understand the varying, and often dichotomous, philosophical influences on the operation of a modern outdoor education organisation. The model is not held to be definitive or conclusive but rather it serves to set the scene for a discussion on changes within the outdoor education field and organisations within it. The model demonstrates that whilst an outdoor education organisation may have a strong core philosophy this interacts with a number of other significant influences, both internal and external. These influences may be largely limited to the organisation itself and include such aspects as the philosophy engendered by new incoming staff and the culture which has developed within an organisation. Alternatively influences may be external to the organisation, including factors such as the changing nature and culture of a wider society and the client demands that these changes engender. The critical element for any outdoor education organisation is the extent to which it is driven by external factors, for example by reacting to client demands, or chooses to remain focused on its traditional core philosophy. It is evident that many organisations today face a difficult compromise situation: They struggle to maintain a culture and identity which remains true to their own beliefs/values and at the same time accommodate increasing pressures from a wider society. This struggle and conflict within outdoor education organisations can be seen as symptomatic of a wider issue within outdoor education as a pedagogical field in that traditional values and working practices are increasingly coming up against a modern societal pre-occupation with risk-avoidance, consumerism and instant gratification.