Little research of the occupational socialization of adventure educators (AEs) has previously been conducted. The research described in these papers built on the embryonic work in this field. The purpose of Study 1 was to determine how occupational socialization shaped the practices and perspectives of two experienced and expert AEs. The purpose of Study 2 was to describe (a) the perspectives and beliefs of recruits as they began adventure education instructor education (AEIE) and (b) the elements within the recruits’ acculturation that led to these perspectives and beliefs. The purpose of Study 3 was to determine the influence of one AEIE program on the perspective and practices of preservice AEs (PAEs). Two experienced AEs participated in Study 1. In Study 2, 20 recruits beginning their AEIE participated in the study. Within Study 3, 15 PAEs and 1 instructor were the participants. All three studies used qualitative techniques to collect data which were analyzed by employing analytic induction and constant comparison. Results for Study 1 revealed how the AEs’ acculturation, professional socialization, and organizational socialization led them to possess sophisticated and advanced, but slightly differing, perspectives on adventure education, pedagogies for teaching it, and AEIE. Key factors in the development of these perspectives and practices were the AEs’ early and positive experiences of adventure and the outdoors and their master’s degree programs. Results for Study 2 revealed that recruits possessed one of three orientations (leisure orientation, outdoor pursuits orientation, or adventure orientation) along a continuum than ranged from weak to strong. Factors shaping these orientations were family and friends, experiences of outdoor and adventurous activities, experiences working as counselors, timing of occupational selection and age, and various secondary attractors including the motivation to remain connected to the world of adventure. Results for Study 3 revealed how the PAEs’ orientations were shaped by the differing acculturation they experienced. The study’s findings also suggested that well-taught AEIE had helped those PAEs near to completing the program acquire a relatively sophisticated adventure orientation regardless of the orientations with which they commenced their training. Implications for each study are discussed in detail within each study.