The processes behind many adventure education programs remain poorly documented, and how development is fostered through adventure is not well understood. While a number of theory-based articles do exist, little empirical research has been available to influence experiential education program design. This study explores the roles that participant pre-program expectations, on-program perceptions of empowerment, and learning relevance play in the development of life effectiveness through an adventure education program. The path analyses supported the hypothesized role of perceived personal empowerment as a mediator between participant expectations and the development of life effectiveness. The hypothesized mediating role of perceived learning relevance was not supported. Implications for program design and future research on the adventure education process are discussed. (Contains 4 figures, 2 tables, and 2 footnotes.)