Teacher-student relationships form an integral part of students' learning process in higher education. Using an autobiographical research methodology and critical incident theory, we reflect upon significant episodes during adventure sport fieldwork. We use these to discuss why it is essential for educators to reflect upon this aspect of their practice to cultivate an equitable, inclusive, and empowering learning environment for students. We begin by proposing a definition of 'care' in the context of higher education and discuss how its application produces distinctive issues to consider in the teaching of outdoor adventure education (OAE). Using this as a foundation for our thinking, we proceed to address the issue of diversity. We argue that managing teacher-student relationships to create an environment which supports and values a diverse student population is crucial for a sector still trying to shake off the ideological remains of its racial capitalist origins. Finally, we consider the issue of power within teacher-student relationships. Specifically, we suggest that OAE is a field which lends itself well to challenging conventional role boundaries and hierarchies, provided that educators do so with appropriate care. In doing this, we reflect the contemporary issues evident in wider society and by engaging with students over issues of power, oppression, and inclusion, we seek to make an impact beyond our teaching in the academy.