An increasing body of evidence highlights that the opportunities for children to play in green spaces have declined. This is despite the chorus of voices lauding the benefits that time spent in green spaces can have on children's health and wellbeing. This paper presents findings of research into the experiences of children when taking part in mindful approaches in nature reserves. The children, aged between 7 and 11 years old, were drawn from four classes in four different primary schools. After they returned to their schools a small group from each class undertook semi-structured interviews. Analysis of the data revealed a number of common themes in the children's experiences. The children reported feeling calm and relaxed, experiencing a different sense of time and feeling as though they had transcended their everyday reality. These results are analysed and related to optimal experience theories, contemplative pedagogy and indigenous approaches to education.