Research often overlooks the cultural significance of outdoor spaces for Black communities and their interactions with nature. Because of this prevalent oversight, there is a lack of emphasis on successful examples of how nature interactions have positively impacted Black children. This research study counteracted deficit models in environmental research that often misrepresent or underrepresent Black children's experiences in nature. This qualitative research study explored diverse ways that Black children participants experience nature in their communities by asking them to tell stories about their engagement. Lived experiences in this study highlighted that those Black children participants experienced and defined nature differently based on their neighborhood type. Using narrative inquiry and art-based reflections, this study collected nature stories and reflective artwork from eight Black children. Through a narrative thematic approach, this study revealed how these experiences cultivated and nurtured the Black children participants' ability to find meaning in nature and explored their artistic views on what nature should or could look like. Some key findings that emerged from this study included how Black children described learning experiences in nature through familial and peer connections, how games and children's media helped them learn about nature, how they used nature as a tool for fantasy play, some fears they have in or about nature concepts, how they experience nature away from home, their desires for more nature in their neighborhoods, and how they are able to enjoy nature experiences through hobbies. This research study contributes to an underrepresented body of literature, enriching our understanding of the Black environmental experience. The findings hold implications for policy, urban planning, and educational initiatives. This study advances our comprehension of how Black children engage with and derive meaning from nature within various community settings, thereby fostering inclusivity and equity within the environmental discourse. Opportunities for further study include extending the scope of this study to encompass diverse regions; evaluating and enhancing nature learning programs' cultural responsiveness to boost Black children's participation; and delving into the intersections of race, gender, and socioeconomic status to understand how they shape the relationship between Black children and nature. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]