Outdoor Education (OE) and Experiential Education (EE) programs are becoming increasingly popular in Victorian schools. This article is derived from findings that emerged through the interpretation of case study data gathered for my doctoral thesis of a three-phased, non-residential, EE program. This interpretation process highlighted five themes, one of which involved the notion of relationships. Phase one of the program involved expeditionary learning bushwalking trips. Phase two included urban learning trips to the Melbourne CBD, while the final phase focused on a two week service learning camp to a regional centre and three more service days in locations in the community near the school. Interpretation of the data pointed to respondents reporting improved relationships with their fellow students, their teachers, both within the program and with teachers later in their schooling, and their own learning. The data was gathered in a case study method and the study itself lies within the interpretive paradigm.