Three principal characteristics are perceived in delinquents: (1) An unwillingness to assume responsibilty along socially acceptable lines, (2) A limited learning ability to generalize from experience, and (3) A lack of confidence in themselves and in others. However, five significant properties in adventure-based training stimulate delinquents to rearrange their ways. They are: a gamelike atmosphere, the organization of participants into a primary peer group, the use of the outdoors, the nature of the problems posed, the use of the outdoors, the nature of the problems posed, and the style of instruction. The gamelike nature of the program helps delinquents into trying on responsible behavior for size in a less threatening and easier atmosphere. Organizing delinquents into primary peer groups numbering 5 to 15 members for learning experiences fills a developmental need in their lives and respects their needs to reciprocate with peers. The evocative, physical, and concrete nature of the outdoors fulfills delinquents' developmental tendencies when combined with adventure-based education. The problems posed in adventure-based education are structured to encourage student self-confidence. High-quality instruction, coupled with instructor participation during the course, impacts more upon delinquents than traditional cognitive therapy. It is concluded that adventure-based education will provide the delinquents with associations of mastery which they will rely upon in directing subsequent experience. Five references are provided.