Life skill development is essential for social empowerment and civic engagement, which are universally desirable learning outcomes. A longitudinal study using both a BRIDGE process and activity scaffolding was completed. The following hypothesis was evaluated: Structured equine experiences will result in increased third-party perception of life skill development. Multiple measures were used to assess life skills including third-party surveys, student-reflections, scholastic reports, and researcher reflections on participant experiences. A case study was conducted August 2011-March 2013, with a student participant (age = 9yr). Four phases (0, I, II, III) of activities consisting of no interactions and structured interactions were completed. During each phase repeated measures of survey respondents (N=9) were used to assess life skill development. Weekly reflection journals by student and researcher were qualitative and student scholastic reports (grades) were quantitative measures. Third-party perception showed an increase in perceived life skill development using the BRIDGE process. Scholastic improvement occurred while the student was actively participating; however, scholastic improvement was not persistent following termination of activities. This study illustrates that using a structured flexibility scaffold grounded in the BRIDGE process enhanced life skill development and highlighted the importance of mentorship in applied learning.