Directed at the inquiring practitioner, this paper defines the Outward Bound (OB) process; presents a summarial schema of that process; and provides examples of process application. The OB process definition encompasses the following: the learner must demonstrate motivational readiness (appropriate manifestations of willingness and ability to share sentiments) before he is placed in a unique physical environment (outdoors or other contrasting with the learner's home environment) and a unique social environment (a ten-man or primary group affording opportunity for group consciousness/objective, autonomy/individuality, conflict/resolution, and reciprocity). The group is then given a characteristic set of problem solving tasks (prescriptive/organized, incremental/sequential/progressive, concrete/recognizable, manageable/solvable, consequential/worthwhile, holistic/complementary utilization of affective, cognitive, and psychomotonic domains); a state of adaptive dissonance is then produced (adapting includes succumbing, coping, or thriving). Thriving means mastery and mastery will be accomplished when the learner is motivationally ready, alert in a novel environment, bolstered by a supportive primary group/instructor, and presented problems which are structured to facilitate mastery. Mastery results in the reorganization of the learner's experience in terms of meaning (self-awareness, self-esteem, and belongingness) and direction (repeated "modeling" of problem solving behavior) that, hopefully, will facilitate an "outward bound" orientation to living and learning. (JC)