In the light of human impact on the planet´s ecosystems and concerns for children’s decreasing direct experience of nature, this essay argues that experiential learning through aesthetic tools may play a potential role for sustainable development. This essay takes its part of departure in a pilot study with pupils in grade 6 (age 12-13). The pedagogy is underpinned by the ideas of art-based environmental education. An interpretative phenomenological analysis is used together with theories of experiential and affective learning. Findings show that student-centered approaches that include experiential learning through aesthetic pedagogical work have the potential to enhance pupils’ interests in the nearby natural environment.