The major purpose of this study was to conduct a systematic review on adventure education or adventure-based learning in physical education (PE) between 1976 and 2018 in order to examine the effects of adventure education on students' learning outcomes in PE such as physical and psychological outcomes. The secondary purpose was to explore PE teachers' perspectives toward adventure education in PE. Sources in the literature study for analysis were searched through four electronic databases: Academic Search Complete, ERIC, PsycINFO, and SPORTDiscus. The keywords 'adventure learning,' 'adventure education,' 'physical activity,' and 'physical education' were used for the literature searches. The literature articles were selected using the following criteria: (a) published in peer-review journal; (b) adventure education or adventure-based learning applied in physical activity (PA) and PE settings; (c) examining the relationship of adventure education with physical or psychological outcomes; (d) participants must be school-aged children; (e) written in English. Based on the above criteria, 11 articles were identified and synthesized to investigate the effects of adventure education or adventure-based learning on elementary and secondary school students' physical and psychological outcomes. The results suggest that adventure education benefits the developments of school-aged students' learning outcomes such as peer relationship and emotion.