This essay presents a theoretical model for the heretofore hidden processes associated with mechanisms of change in adventurous outdoor learning. After summarizing the few researchers who have investigated the components and pathways that bring participant change, four strands of influence are discussed: exercise activity, nature immersion, overcoming perceived risks, and resolving group conflicts. These four strands are traced through a seven-step sequence, where important similarities and differences are highlighted. An emphasis is placed on the interwoven transfer of learning with attention paid to ecohealth outcomes. Implications for practitioners are shared and future research directions are recommended.