Inspired by the work of my grandfather, John Wolter, my thesis examines the ideologies, goals, and strengths of wilderness therapy, adventure therapy, and experiential education programs that serve troubled youth demographics. After a literature review that highlights the sociocultural, humanistic, nature-centered, and experiential elements of such programs, coded qualitative data collected via interviews of five adolescents in one of these programs helped form a theory of how students with behavioral issues are learning and developing during their time engaged with adventure and wilderness centered curriculum. Recommendations for future studies examining the outcomes and strengths of wilderness therapy and adventure therapy programs will serve to guide researchers as they seek to determine the quality of such experientially focused programs.