A significant amount of research supports the value of learning outside the classroom for creating effective learning opportunities, and for the social, cultural and emotional benefits it presents. Although there is a movement in place in the United Kingdom to integrate learning outside the classroom into classroom practice, many pre-service teachers have little to no training or experience in that theory and practice. This case study describes the “settings other than schools” element of the teacher training programs at York St. John University and looks at the impact on student teachers' attitudes and dispositions about their own first-hand experience in learning outside the classroom.