In recent years there has been a growing call for introspective examinations to uncover the unquestioned assumptions that ground our areas of study. In this paper, we reflectively examine one area of leisure studies--challenge (ropes) courses. By revealing the assumptions that shape practice and research in this field, we also reveal hidden biases that have inadvertently restricted our understanding of challenge courses. When made visible, these assumptions can be openly tested to provide stronger support for, or perhaps meaningful refinements in, the use of challenge courses. This article: (a) describes typical features that comprise a challenge course, (b) offers examples of traditional research methods used to study challenge courses, (c) details two central assumptions found in the research (risk--real or perceived--leads to positive outcomes, and benefits are transferable), and in light of the assumptions presented, (d) provides suggestions for future research and practice. (Contains 2 footnotes.)