This paper examines the current state of outdoor education in primary schools in England and Wales and presents arguments to counter current constraints on its provision. Within the national curriculum, outdoor education has been interpreted in the sense of "outdoor and adventurous activities" and, as a result of recent pruning, is now confined to a very small part of the official primary curriculum for children over 7 years of age. Nevertheless, closer scrutiny of the national curriculum reveals real opportunity for outdoor education, and some primary schools have developed effective and imaginative outdoor practices. Examples are given of potential outdoor activities related to math, science, craft and technology, history, geography, art, music, physical education, and English. A sample outdoor education syllabus is outlined for grades 1-6. Six attitudes and misconceptions that constrain delivery of outdoor education at the primary level are discussed and refuted. These are: (1) desires to focus school efforts on passing inspections and to be uncontroversial; (2) perceived lack of outdoor education skills in teachers; (3) perceived need for expensive equipment; (4) fears about the risks of outdoor education; (5) perception that outdoor education is irrelevant; and (6) perception that primary-aged children are too young for outdoor education. (Contains 17 references.) (SV)