Despite extensive research on outdoor learning during formal schooling, there remains a lack of clarity about outdoor learning as a pedagogy, and consequently ambiguity regarding its contribution to education policy and curriculum enactment. The aim of this qualitative study was to synthesise the views of experienced outdoor learning educators in Ireland regarding the pedagogy of outdoor learning and to consider the possibilities offered by outdoor learning towards enacting the policy vision for primary education. Thematic analysis of 10 semi-structured interviews identified five interlinked components of outdoor learning pedagogy. These include experiential learning, learner agency, equity, relationality beyond-the-human and inclusive. Four conditions to implement this pedagogy were also identified, as follows: leadership, professional learning, explicit policy support and teacher agency. Findings highlighted how enacting outdoor learning pedagogy and making the outdoors a normative learning environment is a challenging and complex task, requiring systemic change.