Participation in wilderness experience programs continues to increase, but little is known about specific program components or how these components contribute to the overall outcomes of the experience (Ewert & McAvoy, 2000). The solo ranks as one of the most influential program components with regard to participant development (Daniel, 2003; McKenzie, 2003). Yet, little research has been conducted to investigate the participant’s perception of the solo. The solo is a time when the participants are intentionally separated from their group for 24-72 hours for the purpose of physical rest and reflection. The purpose of this study was to investigate the participant’s perception of their state of mind during their solo experience. The FLOW Theory (Csikszentmihalyi, 1991) provided a theoretical lens through which to better understand the participant’s solo. Participants included 126 first-year students enrolled in the 18-day High Road wilderness program through Wheaton College during August 2003. Three phases of data collection were employed during the study. Pre-surveys focusing on demographic data and expectations for the solo were completed (N = 126). Post-surveys inquiring about their actual solo experience were completed (N = 126) while alone in the wilderness. In-depth interviews were conducted in December 2003 with 16 participants who were chosen based on whether they were primarily anxious, bored or peaceful during the solo (Csikszentmihalyi, 1991). Analysis of the qualitative data followed the constant-comparative method (Glasser & Strauss, 1967) whereby recurrent themes were identified and direct quotations were used. The quantitative data was analyzed and frequency tables and descriptive statistics were produced. In addition, paired T-tests were run on the pre- and post- qualities of FLOW and the total FLOW scores. One third (31.2%) of the participants indicated that they were at peace (FLOW) entering the solo. The percentage rose drastically with most participants (87%) reporting being at peace (FLOW) "during their solo." Participants attributed the peaceful state to the following factors: (a) expectation for peace, (c) respite from community, (c) natural environment, (d) community support and (e) lack of self-imposed expectations. The results indicate that most participants experienced peace (FLOW) and that their expectations closely matched their experience. These findings assist researchers, program managers and instructors in understanding participant’s perceptions of the solo through the lens of FLOW. Further research is needed to understand those who are anxious or bored during the solo and increased attention should be given to the expectations of individual students. Keyword(s): outdoor ed/recreation, research