Nature journaling is a practice embedded within the principles of environmental education and experienced a resurgence as a therapeutic activity during the COVID-19 pandemic. Using sociocultural theories of learning to understand when and how people learn in out-of-school, outdoor settings, this study explored the perceived benefits and learning outcomes stemming from a public community nature journal (CNJ) program. This qualitative research study was conducted over a 12-month period with 153 individuals (112 adults, 41 youth) who were surveyed about their wellbeing and learning outcomes from the program. Thematic analysis of the surveys indicated that community and fellowship was a central component of enjoyment for adults attending the CNJ program, while youth participants appreciated natural history encounters built into the program. This research suggests that nature journaling has the potential to mitigate social isolation among older adults, while fostering a deep sense of awareness of the natural world for younger generations.