In 1976 a demonstration project at the Connecticut Wilderness School integrated a Confluent Education curriculum in Outward Bound type courses, to facilitate affective learning for a more meaningful and relevant experience. A review of Outward Bound literature identified the need for affective learning as a significant program constituent. Five similarities in theory and application between Outward Bound and Confluent Education were defined: experiential education; responsibility; Gestalt learning theory (here and now awareness, learning from frustration/stress/blocks, contact boundary, holism, assimilation, self discovery); re-connection; and purpose. Areas where Confluent Education could enhance Outward Bound were elucidated: wilderness as therapy; occasions for meanings; educating the whole person; self-knowledge/personal relevancy; and experimentation. The demonstration project included six paired courses, three with Confluent/experimental groups and three concurrent courses with control groups. Of 72 students, aged 14 to 20, who started, 31 (25 male, 6 female) finished Confluent courses and 30 (23 male, 7 female) finished control group courses. All participants were given pre- and post-evaluations derived from Outward Bound and Confluent Education literature. Findings indicated that an Outward Bound experience was more meaningful and personally relevant for groups which utilized Confluent Education Curriculum than for groups which did not. (MH)