The study reported here was conceptualised using a theoretical framework that included three dimensions of engagement; emotional, behavioural, and cognitive, and these were used to structure the data collection and analysis vis-à-vis learning mathematics outdoors. This comparative case study involved 34 students from two Year 6 classes at a Queensland state primary school. The findings indicate that the students were engaged in their mathematics learning in the outdoor context. However, there was no compelling evidence that suggested the outdoor environment was any more emotionally, behaviourally, or cognitively engaging than the indoor context.