Voluntary employee turnover is a major factor affecting adventure education (AE) organizations (Garret, 2003). Voluntary turnover often is dysfunctional for both employees and organizations (Birmingham, 1989; Podsakoff, LePine, & LePine, 2007). Turnover can result in increased employee and organizational costs (e.g., McKinney, Bartlett, & Mulvaney, 2007) and reduced organizational effectiveness (Kacmar, Andrews, Rooy, Steilberg, & Cerrone, 2006). The academic and practitioner AE literature has been discussing voluntary employee turnover for at least 30 years (e.g., Dawson, 1979). Moreover, if the camping literature is included in the definition of AE literature, then turnover has been a topic of interest in North America since the 1950s (e.g., Mirkin, 1955; Ott, 1956). A majority of this literature has been focused on satisfaction constructs (i.e., job satisfaction and burnout). The relative prominence of satisfaction in the AE turnover literature is congruent with the popularity of job satisfaction in the turnover literature of other disciplines, as well (Griffeth, Hom, & Gaertner, 2000). Many classic theories of turnover include job satisfaction as the central construct explaining voluntary turnover (e.g., Herzberg, 1971; Vroom, 1964). Job satisfaction is an attitudinal construct that is based on an individual's assessment of his/her employment (Gaertner, 1999). Although a large number of factors have been suggested as impacting instructor satisfaction, instructor pay has been a recurrent theme. On one hand, Barnes (2001) concluded that instructor pay has little to do with satisfaction and subsequent turnover; alternatively, others have claimed the opposite (e.g., Swagar, 1997). Given the relative prominence of job satisfaction in the voluntary employee turnover literature, this research sought to identify what variables significantly impacted AE instructor job satisfaction.