Participation in outdoor adventure education has been linked to many positive benefits including, but not limited to, improved self-efficacy, self-concept, self-confidence, and locus of control, as well as stress reduction, development of trust and social networks, and a sense of empowerment (McKenzie, 2003;Neill & Richards, 1998;Paxton & McAvoy, 2000). Additionally, leadership development has been identified as a prominent outcome of adventure education in the literature (Hattie et al., 1997). The broad concept of leadership development can include multiple aspects of leadership including self-confidence, compassion, effective communication, problem solving, and empowerment (Luo, 2011;Shellman & Ewert, 2010).The literature has extended beyond a focus on outcomes and attempted to better understand course components that directly influence these outcomes (McKenzie, 2003). McKenzie (2003) explored the means through which participants learn on Outward Bound courses varying in length from 7 to 36 days. McKenzie's study identified achieving individual success, learning new skills, and problem solving as a group as course components that influenced course outcomes. Despite these findings, McKenzie called for further research to examine through empirical research which components influence the different aspects of leadership development. Additionally, Bobilya et al. (2015) echoed this need for further study of the benefits and outcomes of adventure education programs as a whole and for further examination of which course components influence which course outcomes for participants of outdoor adventure education programs.An additional aspect to course outcomes includes course length. Jostad et al. ( 2012) explored perceived outcomes associated with courses over 30 days, finding the extended course length influenced expedition behavior the most. Expedition behavior subthemes included conflict resolution, group dynamics, relationship building, living with others, and communication (Jostad et al., 2012). Jostad et al. mentioned a need for further research on the effects of course length on course outcomes. Accordingly, therefore, the purpose of this study was to better understand which course components of a wilderness-based semester-long program lead to which course outcomes in adventure education.