Examining the differences in affective outcomes of economically advantaged and disadvantaged 6th grade students attending a 5-day residential outdoor education program in the Toledo Ohio Public Schools, pre- and post-tests were administered to randomly selected samples of 25 advantaged males and females and 25 disadvantaged males and females. Additionally, a literature review was conducted re: compensatory education, selected aspects of economically disadvantaged children, and outdoor education. The instruments used were: the Nowicki-Strickland Locus of Control (measurement of the internal-external dimensions); the All About Myself Scale (self-evaluation); and a pre- and post-camp questionnaire developed by the Toledo Public Schools Office of Evaluation. Findings indicated: although the disadvantaged students had a more external locus of control (life is dictated by fate), the 5-day program caused both groups to become more self-reliant and self-confident; all students had moderately improved in cooperation with others; there was only a moderate transfer of positive values to the classroom; the majority of students liked camp, wanted to return, wished they could have stayed longer, and felt they had made new friends; and the Nowicki-Strickland Locus of Control appeared more valuable than either of the other two instruments. (JC)