The new National health and physical education curriculum in Australia includes outdoor education activities as a viable way to achieve intended learning outcomes. However, most health and physical education teacher education courses do not provide a strong focus on the theories, skills and pedagogies that are unique to the effective use of outdoor education activities. In this paper, Shulman's concept of signature pedagogies is used to explore the types of teaching and learning that are fundamental to developing outdoor education teachers who are able to think, perform and act with integrity. Drawing on data collected through semi-structured interviews with six experienced outdoor education teacher educators, this paper identifies practical fieldwork as the signature pedagogy for the outdoor education profession. The key characteristics of practical fieldwork, identified by the participants, include learner centeredness, the transition from participant to leader/teacher and the use of reflection to integrate theory and practice. The findings of this study will be helpful for health and physical education teacher educators who want to prepare their students for a more diverse health and physical education curriculum that capitalizes on the educative potential of outdoor education activities.