The aim of this study was to gain an insight into the working practises and epistemology of entry-level adventure sport coaches (ASC’s), strengthening the amount of literature that surrounds this subject, and to help identify anything that can be done to develop coach education. Although there has been research into high-level ASC’s, in which it was found they hold distinct epistemic beliefs, there has been no research into entry-level ASC’s. Through the examination of their identity, epistemology and developmental experiences the opportunity arises to understand the learning journey of a unique sub-group of coaches. Semi-structured interviews were conducted with entry-level ASC’s; following this, thematic analysis was implemented to create themes which were then defined, refined and presented as thematic maps. Through the interpretation of the data it was found that entry-level ASC’s share a similar coaching contexts. However, these are not a vast or varied as found in high-level ASC’s, entry-level ASC’s were found to be restricted by the work place and experience. Entry-level ASC’s found it difficult to rationalise any coaching approaches they adopt and could not articulate the use of a sophisticated epistemology. The entry-level ASC’s did recognise themselves as a learner and prioritised gaining experience, seeing this as a key developer in their learning journey.