This study of ecologically lived experience focuses on walking as a sensory, embodied practice with/in Nature and extends the emergent conceptual and empirical literature on ecopedagogy as/in scapes. The scope is outdoor environmental education in Australia, where walking is practiced as bushwalking in relatively natural environments. This cultural construct of bushwalking is problematic due to the standardized and instrumentalized logics of practice. The embodied ecopedagogical qualities and characteristics are under researched and get lost in the commodified bush. Two purposes are examined. One, to presence the felt and affective dimensions of environmental learning. Second, to contribute to the existing practice theorization of ecopedagogy as/in scapes, both of which advance the field of outdoor and environmental education and their research. In this first person study, two cases are presented and inductively interpreted as a grounded theorization of walkingScapes as ecopedagogy.