This paper discusses outdoor education in Science and Social studies classes, along with all its forms, divisions, and aims. The development of outdoor education through history is briefly described, and there are stated some of the necessary competencies of teachers for the organization and implementation of such form of teaching. Furthermore, all the positive aspects of teaching outside the classroom are mentioned, as well as some of the difficulties that may arise during its organization and implementation. Also, this paper describes the individual stages of outdoor teaching in detail, and what is expected in every stage from both teachers and students. One part of the paper is entirely dedicated to the school in nature and its organization. At the very end of the theoretical part of the paper, the Curriculum for the Science and Social studies classes is discussed as well as the learning outcomes that are recommended to be achieved through outdoor education. The empirical part of the paper presents the results of research which aim was to examine knowledge, skills, opinions, and interests of students - future teachers for the organization and implementation of outdoor education in Science and Social studies classes. The participants of this research were fourth-and fifthyear students of the Faculty of Teacher Education in Zagreb. The research was conducted with a questionnaire consisting of five parts. In each part of the questionnaire, the knowledge, opinions, self-assessment of competencies, and student teachers' interest in outdoor education were examined separately. The results of the research showed that students of the Faculty of Teacher Education in Zagreb have a very high level of knowledge about outdoor education, and due to that, they feel very capable and competent for its organization and implementation. Also, the research showed that students are aware of all the advantages and positive effects of outdoor education, which is why their interest in its implementation is very high.