This study investigates teachers' intentions and practices related to teaching outside the classroom. We report on three months of fieldwork consisting of participatory observations and qualitative interviews of teachers in two Norwegian primary schools practising weekly "uteskole" [outdoor school]. We find that the teachers' intentions for "uteskole" are to facilitate "first-hand experiences" for their pupils. The teachers organise and teach "uteskole" in two distinct ways: 1) "friluftsliv activities" [outdoor living activities] and 2) "theoretical learning activities." The connections between "friluftsliv activities" and "theoretical learning activities" are seldom emphasised. Furthermore, the teachers rarely organise theoretical learning activities that entail pupils' transacting with their surroundings. We discuss how the teachers' work can be understood through the "Romantic" and the "Pragmatist" perspectives of experiential education and through the "representational epistemology of traditional schooling. We outline how a "transactional epistemology," operationalised as the "multi-modal model of knowing", can support teachers in facilitating "transaction" between the pupils and the environment outdoors and aid in establishing "continuity" between learning activities outdoors and indoors. We argue that these are important factors that can enhance "uteskole" as a teaching method for facilitating deep learning in Norwegian primary education.