The emphasis on test-based accountability has been linked with a recent decline in outdoor learning provision, particularly between the early and later stages of primary education. It also appears that pre-service teachers are inadequately prepared to teach outdoors. This paper reports on a project designed to equip a group of 15 pre-service teachers on one Initial Teacher Education programme in Northern Ireland to teach mathematics outdoors. The small-scale study used online questionnaires, semi-structured group interviews and individual written reflections to gather the views of the participants. Findings highlight the benefits of experiential learning for pre-service teachers: they were transformed by the experience, acquiring new pedagogical content knowledge and skills and showing increased confidence and enthusiasm for teaching outdoors. There was also recognition that further support and training would be beneficial. Such findings are important since pre-service teachers play a critical role in the future provision of school-based outdoor learning experiences.