This paper focuses on the use of outdoor-based experiential learning in an undergraduate physical education teacher preparation program to develop a culturally-sensitive pedagogy for work with children from different cultures. Applying the six-stage process for becoming a bi-cultural teacher (Klug & Whitfield, 2003), teacher preparation students participated in a model action research assignment that focused on the lived experience of the Seneca Indian in Western New York. The stages of this process included: (1) Learning stereotypes and prejudices of native peoples; (2) Confronting one's personal prejudice; (3) Redefining one's perceptions of Native American cultures; (4) Opening one's self to new experiences; (5) Adjustment and re-shaping of one's cultural identity; and (6) Transformation in one's practice as a teacher. Complimenting student interviews, school visits, field trips, and invited distinguished speakers, all students participated in a three-day backpacking trek through a region holding much historic significance for contemporary Seneca-US relations. Flooded in 1966 as a part of the Pittsburgh Flood Control Project, the upper Allegheny River valley was once home to more than 160 Seneca families and, is still, the spiritual birthplace of the Longhouse Religion founded by Seneca prophet Handsome Lake. An abrogation of the 1792 Pickering Treaty, the flooding of these lands represents a great injustice to many Seneca today. Through the use of a backpacking trek into this region, students visit a number of remote sites and observe and reflect upon artifacts of an earlier existence along the Allegheny River prior to the relocation of valley's inhabitants. Student action research papers, generated from individual data collection processes, personal journals and reflective insights are used to establish generative themes evolving throughout the action research process.