Literature suggests a positive impact on children's health and wellbeing from being in nature. This study explores primary teachers' perceptions of their pupils' (7-11 years) experiences of contemplative approaches in nature reserve settings. Nine teachers from a convenience sample of eight different primary schools took part. After observing pupils undertake a range of contemplative activities, teachers were interviewed individually. They perceived an increase in agency (child-led and nature-led), a sense of freedom (from school structures and school time), a sense of calmness and a resultant time to dwell, summarised in a new model.