AbstractEarly childhood education (ECE) classrooms are under pressure and stress due to the domino effect on primary school preparation and the curriculum's focus on academics, particularly early literacy, and numerical competence. In recognizing the significance of outdoor experiences for children, the study aims to gain an overview of preschool teachers' diverse viewpoints and experiences in exploring outdoor classroom learning as an extension to classroom learning. This qualitative case study interviewed six preschool teachers on their perspectives and experiences with learning outside the classroom. It comprises a thematic analysis of data from semi-structured interviews with preschool teachers. Two themes emerged from the thematic data analysis, which describes teachers' thoughts and experiences. The study's findings revealed that preschool teachers demonstrated a fundamental understanding of outdoor education and offered well-targeted examples of numerous implementations of learning meth.....