Historically, outdoor recreation/education (ORE) has been associated with environmental recreation/education, but in the past few decades has become increasingly associated with adventure education/recreation. Many outdoor programs have attempted to combine the two elements; others question the combination of the two elements in a single program. The opinions of 30 Texas professionals in the private and public sector in outdoor education, environmental education, adventure education, recreation, and leisure were collected to create a functional model of ORE programs. No statistically significant difference between groups was noted in their characterization of the relationship between environmental and adventure recreation/education on two rounds of questionnaires, but qualitative findings indicate that environmental education and adventure education can be complementary if done well and not complementary if done poorly. Consequently, a new dynamic environmental education-adventure education relationship model was developed in which adventure education moves along a continuum of understanding and developing interpersonal to intrapersonal relationships, and environmental education moves along a continuum of participant understanding of ecosystemic to ekistic relationships. The model proposes that environmental and adventure education can function separately in working toward participant development, but it also demonstrates the potential relationships across areas of development. A figure depicts the model. (Contains 19 references.) (TD)