Background Outdoor adventure education programs are known to promote personal growth, but it is less clear how short, unfacilitated, peer-led programs produce similar results. Purpose This study examined which design elements of a student-led adventure relay contributed to meaningful participant experiences. The Outward Bound Process Model (OBPM) served as a framework for interpreting how these features supported development. Method Thematic analysis of interviews with university-aged participants identified four themes: challenge, becoming a team, solitude, and reflection. Findings The relay's structure—combining individual effort, team interaction, and built-in competition—encouraged emotional accountability and peer support. Two dynamics emerged: mobile solitude—reflection occurring through movement rather than while stationary—and emergent interdependence—a peer-generated sense of responsibility and care that developed without facilitation. Findings show that rotating runs, shared overnight structure, and single-vehicle travel each shaped distinct aspects of participants’ challenge, connection, and reflection. Results indicate that short, well-designed programs can produce developmental outcomes comparable to longer, instructor-led expeditions. Implications The study contributes to experiential-education research by showing how intentional program design, even without formal facilitation or wilderness settings, can foster reflection, insight, and personal growth. For practitioners, it offers a flexible model for designing meaningful, inclusive experiences in accessible environments.
McMahan et al. (Wed,) studied this question.