Investigating the effect of a resident outdoor experience on the attitudes of 300 sixth grade students exposed to two different teaching methods, students from the Brownsville School District in Pennsylvania were randomly assigned to a week-long camp experience. Teachers in the control group (N=3) were given 20 hours of training in outdoor strategies for numerous disciplines, while teachers in the experimental group (N=3) were given additional instruction in attitudinal strategies. Using the Ribble-Shultz Social Substantive Schedule to code the verbal interaction between student and teacher and the Millward-Ginter Outdoor Attitude Inventory to measure student attitudes toward the environment, education, pollution, and socialization, null hypotheses re: the effect of sex differences, grade averages, the week's camp experience, and the pre- and post-tests were tested. Results indicated: attitudes toward social interaction were positively influenced, but attitudes toward outdoor educational concepts changed very little; attitude scores differed significantly between three grade average groups but were not consistantly different in the within group category; attitude scores were not affected by sex differences; teacher/student verbal interaction patterns were similar in both groups; the experimental teacher group made little use of affective techniques. (JC)