This article is a call for research to be conducted on how to adequately design and evaluate outdoor leader preparation programs (Sugerman, 1999). The profession of outdoor leadership has been slow to examine effective ways of assessing the development of student knowledge, disposition, and performance that inform instructional practice and student learning in outdoor leader preparation programs and what are effective instructional practices (Crosby, 2000; Kime, 2008; Phipps & Claxton, 1997). This article provides (a) a historical overview of what has transpired in outdoor leadership curricular development from the past to the present and (b) a methodology to begin to explore evaluation/assessment practices and instruction. (Contains 2 tables and 1 figure.)