Background/purpose: This article presents the results of a pedagogical experiment involving 602 elementary school children from the north of Portugal. Based on the principles of outdoor learning, this experience was carried out in a non-formal education context during the post-pandemic school year - Férias VIVES. The aim of this initiative was to recover learning that had not been achieved previously, given the context of the pandemic crisis. Materials/methods: The methodology is guided by the principles of the case study in order to understand the perspectives of the subjects. With online questionnaires, the aim of this research was to identify the aspects of outdoor learning in a non-formal education context that promotes learning and the development of skills. Data collection focused on the perceptions of two groups of people: coordinators, teachers, and monitors, and children and their families. We use content analysis techniques for open questions and descriptive statistical methods for closed-ended questions. Results: The main results show that learning took place because of the opportunities for carrying out tasks that the outdoor environment provided. It also highlights the potential of curricular and pedagogical links, the use of challenging strategies and tasks that promote greater child involvement, and the building of relationships that promote greater safety, as a structural condition for fostering learning. Conclusion: This research provides valuable insights for educators, policymakers, and practitioners interested in integrating outdoor learning into broader educational strategies. Furthermore, the study underscores the importance of intentional planning, interdisciplinary collaboration, and professional development in optimizing the effectiveness of outdoor education initiatives.