The so-called Forest School (FS) approach is increasingly common globally, but different practices occur under this title. While FS has been claimed to fulfil the needs of children holistically, practices differ in terms of interpretation of FS in the UK context, so it is likely that opportunities for children vary, yet often both FS practice and outcomes are discussed only in general terms. This research aimed to focus on the analysis of practice in two cases from one common perspective, 'interaction'. Focusing on interactions in different FS helps us to examine more closely pedagogical aspects of this educational phenomenon. With case study methods, we investigated two schools' practices through interviews, observations and document analysis. The collected data was analysed thematically, and 11 emergent codes were synthesised into themes related to 'interaction'. Using a theoretical framework of six forms of children's interaction (with adults, peers, environment, affordances, self and time), we explored the two English cases and made comparisons in terms of similarities and differences. The participating schools differed in the nature and prevalence of identified interactions because of their physical locations, cultural stances and notably, their pedagogical focus. We conclude that it is important to consider schools' focus in the forest rather than simply accepting nominal affiliation to FS.