Outdoor adventure activities, typically originating from other countries, form the basis of most Australian outdoor education programs. Research on adventure-based outdoor education in Australia and elsewhere has tended to focus on determining the benefits of participating in such programs. Less attention has been paid to a critical examination of the educational rationale for the use of adventure activities in outdoor education contexts. This paper draws on contemporary outdoor education literature, particularly socially and culturally critical perspectives, to highlight educational issues and questions about the nature and role of adventure activities in outdoor education. It draws particular attention to issues related to social justice and environmental education objectives and suggests a need for further scrutiny of the congruence between theory and practice.