This study explored preschool teachers' beliefs about the benefits of young children's outdoor play and play in naturalized play environments. Three face-to-face in-depth, semi-structured individual interviews were administered. For data analysis, Charmaz's (2006) constructivist grounded theory was employed using two steps of coding, initial and focused. These teachers' beliefs about the benefits of children's outdoor play in natural environments emerged in three major themes: (1) environmental, physical, and emotional freedom, (2) learning and development through outdoor play, and (3) burning off energy. The links between the findings and the existing literature, implications for practice, and recommendations for further research are discussed.