Outdoor environmental education (OEE) programs can provide a valuable entry point for youth of color and girls who may have felt excluded and/or marginalized from traditional science learning experiences. This study investigated: (1) Can OEE programs contribute to the development of positive dispositions toward science and the environment?, and (2) Are there differences in effects by racial/ethnic and gender identity, or interactions thereof? Youth (n = 457; grades 4-6, approximate ages 9-12) reported their dispositions toward science and the environment along 5 scales before and after participating in OEE programs. Results found growth across all subscales for youth overall. Girls showed stronger effects than boys, and youth of color showed stronger effects than White youth. Girls of color showed particularly strong growth in Comfort in Nature. The implications of these results, particularly as a challenge to long-standing biases and inequities in the field, are discussed.