The development of Outward Bound, from the early beginnings in Britain through expansion in over 30 locations throughout the world, is outlined, and Outward Bound educational aspects are analyzed in terms of the Australian Outward Bound School. The concepts of experiential education, lifelong education, and the broader Australian educational scene are presented as background material for the study. The major philosophic features and the accompanying operational factors are described. Cognitive development, achievement, the learning process, discovery learning, problem solving, and motivation are discussed, and the role of Outward Bound in the affective areas is examined. Relationships between Outward Bound and physical education and environmental psychology are examined, and the significance of social education processes, social interaction, and social experience at Outward Bound is analyzed. Growth and change of the self through the Outward Bound experience is evaluated in terms of self-esteem, self-confidence, self-actualization, and physical self-concept. Current impacts are explored in various programmes for schools, colleges, school systems, tertiary and teacher education, as well as in areas of special needs and various industrial and therapeutic applications. Conclusions are drawn about the educational impact and potential of Outward Bound. (JD)