Orientation programs on college campuses across the United States exist to serve the needs of new students to transition and thrive in their new setting. Some students may arrive on campus for even more specialized programs beyond traditional orientation programs, such as athletic practice, that focus on academic courses or involve a wilderness pre-orientation program. Research has shown that participants in outdoor adventure education programs have grown substantially in self-efficacy, self-esteem, problem-solving, working as a member of a team, and risk-taking. However, theories of adventure programming rarely explain how merely being in the wilderness can produce growth and development. More specifically, only a few studies have examined the effect participation in a wilderness orientation experience has in the college setting. This phenomenological study was conducted to explore the lived experiences and meaning-making perceptions of participants have about their experiences, and how their participation in the program has impacted their college experience. Interviews were conducted with 10 students, 5 at each of 2 institutions, who had participated in a wilderness orientation experience prior to their freshman year and were currently in their senior year. Each student experienced deeply personal learning on the trip, but there were some apparent trends shared among the group. These themes include (a) accomplishment, (b) self-discovery, (c) mentorship, and (d) community. The first theme revealed the sense of pride and satisfaction of completing a difficult task, as well as how that achievement encouraged some participants to pursue future challenges. The second theme explored the students' experiences during their time of solitude and their discovery of the importance of reflection, rest, and balance. The third demonstrated the influence of both trip leaders and faculty on the lives of participants. The last theme explored students' pursuit of and potential gains from involvement in community. Implications for practice include ensuring an environment of disconnection and variability, accessibility to all students, and intentionality with trip leader training. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]