Equity and inclusion have consistently been problematic within the field of outdoor and environmental education. Despite numerous positive benefits associated with programming, current trends highlight discrepancies in the affordance of those outcomes. The present dissertation explores equity within the curriculum in outdoor and environmental education through examination of the hidden and in-use curriculums along with the student funds of knowledge framework. Each thematically related study explores curricular impacts on equity through a unique lens. A deductive qualitative comparison of the in-use and overt curriculums is used to understand the extent to which student funds of knowledge is incorporated within an existing education program. A second study explores the awareness and perceptions of hidden curriculum among outdoor and environmental education professionals and proposes a scale to measure those elements through an exploratory factor analysis. The third study includes the identification of hidden curriculum present in a specific education program through inductive coding of Provider interviews. Collectively, these studies show direct impacts of curriculum related to specific programs, highlight broader implications for practitioners across the field, and support future research to further understand curriculum as it relates to equity and inclusion in outdoor and environmental education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]