This article draws from a research project in 2007 with a small group of New Zealand outdoor educators. The purpose of the project was to examine teacher beliefs about outdoor education and explore the complex relationships between beliefs, values, and self-perceptions of pedagogical practice. Of specific interest was how theories of consistency and inconsistency (Fang, 1996) related to teachers' experiences. Findings revealed themes where there was consistency between teachers' beliefs and their practices, particularly environmental awareness and care, personal and social development, social action, skill development, and curriculum enrichment. Three themes highlighted inconsistency or conflict between teacher beliefs and educational systems and institutions. These included: tensions between values and practice, resource constraints, and assessment and curriculum pressures of secondary schools.