Paradox and therapeutic double bind techniques are used to overcome resistance in students with a history of success avoidance. Predictions of failure, restraining comments, and the use of paradox in the midst of an activity are defended theoretically by presenting historical roots and a rationale of effectiveness. A skill-building approach focuses on examples, practitioner concerns, and common mistakes. Examples include a delinquent adolescent, a recovering alcoholic and a female with sex role confusion. While more traditional direct approaches will remain the standard for instructors, the integration of paradoxical techniques into adventure-based education to overcome anticipated or actual resistance can enhance effectiveness. Assumptions underlying paradoxical learning contradict the medical model with its deterministic nature of genes and biochemistry by suggesting that human growth and learning can determine behavior. Those who choose to use the paradoxical approach are doing more than adding techniques to their repertoire, they are embracing a new set of assumptions about the nature and scope of human learning. (SKW)