Research supports the benefits of exposing children to nature, yet classroom teachers indicate they do not possess the time, monetary resources, or space to construct an ideal outdoor space. An underutilized resource is the non-traditional educator who has: knowledge about the outdoors; space, especially in state parks; and time since the primary goal of their position is often educating others about the outdoors, including programs planned for early learners that can be used repeatedly with different groups of children. For this article, educators working with young children, both classroom teachers and non-traditional educators, provided insight regarding outdoor excursions they embark upon with their learners. What they shared reinforced the idea that interactions with young children outdoors is beneficial to increasing their knowledge of science. In this article we explore the ideas of informal and formal excursions in any outdoor environment, including practical guidelines and suggestions for making these interactions purposeful and meaningful. In addition, tips include ideas that can be shared with families for backyard learning, providing children with additional knowledge and exposure to outdoor exploration.