Adventure learning has emerged as a promising technology forum that provides students with opportunities to explore real-world issues through authentic learning experiences. Despite these promises, Adventure learning has received little empirical attention. This study examined how adventure learning affects motivation and learning outcomes with middle school students. As one of their teachers climbed Mt. Kilimanjaro in Africa, 182 seventh and eighth graders learned about social studies. This exploratory mixed-method study utilized the Motivation Strategies for Learning Questionnaire (MSLQ) and an African-knowledge-based questionnaire for quantitative data. Additionally, the researchers collected qualitative data in the form of a semi-structured interview. These data revealed two themes: positive feedback on technology in the classroom and a strong effect of adventure learning on student motivation. (Contains 2 figures and 2 tables.)