High school students in grades 8-12 participated in an experimental three-weekend camping and construction project designed to measure the personal and social growth potential of a non-risk, challenging, generative-based experience. Twenty-three students were matched and randomly assigned to either an experimental group or a control group. Students in the experimental group camped out and partially constructed a wooden structure on three successive winter weekends. Students in the control group had no significant group or challenge experience. The students were pre- and post-tested with the Tennessee Self Concept Scale (TSCS) and the Rotter Internal External Locus of Control Scale. Their academic achievement was measured by their academic grade means. As expected, results of the tests, compared between and within groups, indicated that the generative and challenging experience had no effect on academic achievement or locus of control, and no effect on 11 of 12 self-concept scales on the TSCS. A longer project might have provided subjects with a better chance to change their self-concept. More research is needed with respect to generative and challenge experiences and the quality and duration of those experiences. (SB)