Despite the utilization of adventure therapy techniques in behavioral health disorder prevention programming, little is known about how providers become trained in adventure-based prevention practice. Additionally, limited literature examines how adventure therapy providers are trained. This exploratory qualitative study provides a starting point for understanding the education and lived experiences that prepared providers of adventure-based prevention for professional practice. A purposive sample of 23 clinicians and administrators participated in semi-structured interviews with the first author. Interviews were transcribed and analyzed using thematic analysis with first-cycle coding, second-cycle coding, and in-vivo coding. Strategies to ensure the trustworthiness of the data were utilized including researcher reflexivity, memoing, intercoder reliability, triangulation, in-vivo coding, and member checking. Primary themes were providers' lived experiences leading to adventure-based work, education & training, and mentorship. Discussion of new findings about preparation and education for adventure-based prevention are offered. Implications are described for practice, policy, research, and education.