There is a recognized need for theoretical frameworks that can guide designers and educators in the development of engagement-rich learning experiences that incorporate emerging technologies in pedagogically sound ways. This study investigated one such promising framework, adventure learning (AL). Data were gathered via surveys, interviews, direct observation, and focus groups as 123 elementary students and 3 teachers employed an AL environment. Findings indicate that varied pedagogical strategies and technologies embedded in the AL framework kept students engaged and willing to share their newly acquired knowledge, while synched learning opportunities focused student learning on targeted objectives. The AL environment also generated formative assessment possibilities, and offered a means to incorporate mobile and other emerging technologies into future learning environments.