This study attempted to assess the development of environmental virtue in 7th and 8th grade students in an Expeditionary Learning Outward Bound school. The purpose of this study was twofold. First, the researchers were interested in introducing a virtue ethics perspective into their teaching of environmental ethics. Second, the researchers were interested in contributing to the validation of basic theoretical assumptions on which the practice of outdoor education is based, specifically the assumption that adventure education can be used to help develop virtue in children as well as the assumption that experiential education is an effective means for doing so. Addressing these assumptions in terms of environmental virtue is fitting, because this concept represents a synthesis of concerns in outdoor education--environmental education's concern with developing environmental ethics in children and adventure education's concern with developing virtue in children.