A lot of research has been made to measure the different pedagogic values with outdoor education, and conclusions made from that research indicate that it has positive effects on the health of the children, their motoric abilities and their results in the school subjects. Common explanations for those effects are that outdoor education activates all our senses and that it enables alternative teaching methods. The purpose of my degree project is to investigate what pedagogical values there are with outdoor education in biology and natural science education at the high school level and what opportunities there are to conduct outdoor education in these subjects. I used a qualitative method focusing on interviews with high school biology and natural science teachers to explore their experiences and perceptions of students' learning during outdoor education. Conclusions from my study are that outdoor teaching in biology and natural science promotes situated learning and exploratory methods. Notable effects included, for example, increased student interest and motivation, hands-on learning experiences, engagement of multiple senses, enhanced knowledge of nature, and that it fosters scientific methods such as hypothesis testing and independent investigations. Regarding the opportunities to conduct outdoor education, my results indicate that the biology and natural science curricula generally supported such activities, though challenges remained. These included, for example, time constraints, proximity to suitable natural environments and financial resources.