Transfer of learning from adventure programs remains of critical interest to adventure education professionals. Although some research has investigated what transfers, notably less has focused on mechanisms that might influence transfer. This paper explores the mechanisms of transfer reported by a stratified random sample of National Outdoor Leadership School (NOLS) alumni. The 538 participants reported that instructors (through a variety of means), inherent qualities of the adventure courses (e.g., group dynamics, natural setting), and curriculum (e.g., leadership progression) were critical mechanisms of transfer. Some of the literature-based mechanisms were not evident in the data; however, some (e.g., active learning, feedback) are inherent in adventure education. Thus, adventure education programs may inherently foster learning transfer through a variety of both data- and literature-based means. Ultimately, learning transfer is complex and highly individual; astute adventure educators should intentionally use a wide spectrum of techniques and tools, ranging from group dynamics to curriculum, when considering transfer in adventure education.
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