A relatively small number of researchers have found it interesting and useful to examine why and how persons choose to be and become adventure educators (AEs) and why they teach as they do. The implications of this knowledge are: (1) gaining insight into novice AEs' perceptions of what is required to provide in-depth and high quality instruction in adventure education; and hence, (2) the impact on the structure of AE training. The purpose of this study was to examine the influence of occupational socialization on two AEs with less than five years' experience. Data were collected using a variety of qualitative techniques while the AEs worked at two, week-long summer camps for elementary and middle school-aged children. They were analysed using standard interpretive methods. Results indicated that both AEs' acculturation led to them entering formal training without having had any structured teaching of adventure content modelled for them, suggesting, as has been found in physical education under similar circumstances, a "play only" perception of the professional field of adventure education with class management and safety, rather than instruction, being the top priorities. Their professional socialization, however, led to real and deep growth and development in their pedagogies. The AEs' organizational socialization, unfortunately served to partially wash out these gains. Key socializing agents at the various stages of the AEs' development are identified and discussed as are practical implications for AE education. (Contains 1 note.)