In 2013, this study was undertaken to enhance the understanding of the changes in the beliefs and practices of Victorian outdoor educators within the school context over a 15-year period. This study is built upon prior research conducted across Australia and New Zealand (Lugg & Martin, 2001; Polley & Pickett, 2003; Zink & Boyes, 2006; Picknoll, 2017.) This research employs a comparable framework and surveying instrument to these previous studies to analyze historical trends in Outdoor Education (OE) in Victoria, Australia, across six key focus areas: (1) employment/qualifications, (2) scope of OE programs in schools, (3) learning outcomes, (4) perceived barriers, (5) Information and Communications Technology (ICT) in OE, and (6) values held by outdoor educators. The study highlights 15 years of transformative growth in OE since the Lugg and Martin (2001) study. Findings reveal significant shifts, with environmental appreciation now ranking as the highest learning outcome in OE, replacing group cooperation. Primary challenges outdoor educators identify include cost and diminishing perceptions of OE's value among peers and the community. Notably, technology has become integral to OE programs, and respondents average 4.4 non-tertiary qualifications, with 81% holding wilderness first aid certification.