This study examined the practice of leader decision-making through the application of Situational Leadership® theory and a systematic journal technique coupled with individual student conferencing called “pouncing.” A single-subject experimental design was used with the investigator participating in an eight-day outdoor leadership course. Journal entries on leader decisions, the Expedition Leadership Styles Inventory (ELSA), and the Group Dynamics Questionnaire (GDQ) were utilized as part of the Experiential Leadership Education (ELE) method. Leader decision-making data was analyzed over time. Results showed that trends in leadership styles conformed to Situational Leadership® theory. This was illustrated by the leaders modeling of the Situational Leadership® styles of telling in the first few days of the leadership course, followed by selling and participating styles in the middle days of the course, and finally concluding with the use of a delegating style by the final days of the course. On the ELSA, the effectiveness rating shown on the pre-test was fairly high at 75%, although the subject chose three ineffective styles (most ineffective 0, ineffective 3, effective 3, most effective 6). The effectiveness rating on the post-test improved dramatically to 92%. The subject chose no ineffective styles (most ineffective 0, ineffective 0, effective 4, most effective 8). Pouncing, coupled with the systematic journal technique reinforced decision-making. Pouncing can be likened to a schoolteacher checking for student understanding through individualized instruction. In the case of this study, the subject was “pounced upon” the first day of the course and was able to learn the differences between task and relationship decisions and adjust focus to important leader decisions. Group dynamics were positive with decisions progressing from leader-centered to group-centered. Course participants rated “leadership” and “role structure” as the most important aspects of the group dynamics indicating a strong attention to leadership issues. The comments on the GDQ indicated that a group-centered approach to leadership was important to this group on this particular day of the course. Aspects of leadership, such as monitoring of group process, were strongly modeled by the course instructors and in many cases were emphasized by the leaders of the day. Pouncing proved to be a valuable technique in catching problems diagnosing the readiness level of the group, adapting to the appropriate style, then communicating that style accurately. Using a systematic journal technique helps to facilitate the teaching and learning of leadership styles and successful application in various situations over time.Keyword(s): leadership development, outdoor ed/recreation, recreation programming