Previous research of why inexperienced adventure educators' (AEs) think and teach as they do had provided findings that suggested how AE instructor education (AEIE) might be improved. The purpose of this study was to build on this work and determine how occupational socialization shaped the perspectives and practices of two experienced and expert AEs. Six qualitative techniques were used to collect data. Analysis involved using analytic induction and constant comparison to categorize these data. Categories were then collapsed into meaningful themes. Results 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 adventure education, 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.