This paper is a duoethnography--a dialogic exploration of a person with a disability seeking to participate in outdoor adventure activities and that of an outdoor instructor helping to facilitate such learning experiences. Using dialogue, narrative, and photo elicitation, the authors discuss equitable and inclusive access to nature and outdoor spaces, facilitating communities of access, and negotiating the oft competing terrains of dignity, autonomy, and risk. Specifically, we share stories and experiences related to outdoor inclusion as well as sharing instructional hints for developing a more inclusive outdoor teaching and learning practice. We have not sought to provide generalizable findings; rather, we have woven our life histories and stories together to find meaning in how we shared outdoor adventure over a six-year period. We, like many others, echo the need for further inclusive research that examines the experiences of persons with disabilities participating in outdoor activities across multiple settings and methods.