Media Literacy settings hold great potential for empowering learners to reflect and create message. Beginning with an overview of how outdoor education has been defined and conceptualized in the literature, this article examines the construct of empowerment in experiential education settings as a process and an outcome. A summary of how creative learning has been applied and learner's reflection in experiential service is described through a review of the reflective thinking in this practice. This article concludes with recommendations and implications for researchers and practitioners in the field of media literacy education who seek to outdoor education and creative learning ways in which programs can facilitate and foster the development of empowerment.