The paper explains why outdoor adventure education programs have been successful in enhancing the self-esteem of special needs students. Such an approach features physically or psychologically demanding outdoor pursuits to provide meaningful challenges through self-discovery and personal growth. Ways in which the program fosters five prerequisites for self-esteem (connection, uniqueness, power, models, and accomplishment) are considered. Based on the success of the outdoor adventure education process, six classroom adaptations are suggested: creating situations that promote disequilibrium, providing experiences using cooperative learning procedures, establishing a peer tutoring program, teaching students specific problem-solving strategies, providing direct instruction in social interaction skills, and providing opportunities for group discussion. (CL)