Evidence-based practice is an approach that narrowly classifies research results by utilising a hierarchy of evidence. This process renders much available knowledge and experience redundant within its value structure. Currently a dominating ideology across medical and health fields, evidence-based practice is now being promoted in adventure education and therapy (activity-based practices steeped in outdoor and experiential learning). In this paper, I challenge the evidence-based practice paradigm and its relationship to adventure education and therapy. I suggest that evidence-based practice ideology, guided by political and economic forces, may be detrimental to the development of a long-term, multifaceted, and meaningful research agenda. Critical dialogue between academics and practitioners in adventure education and therapy is advised, and caution offered to those entering the evidence-based paradigm. (Contains 2 tables and 2 footnotes.)