The school curriculum addresses issues of structured environmental education; however, what informal opportunities are afforded to children at school to interact and expand their knowledge of the world around them? This small case study attempts to elucidate children's experience of the school playground environment. The findings suggest that adults, with the best of intentions, attempt to create an orderly, safe, equitable, hospitable environment for children at playtime. However, often the children see these good intentions in a negative light. I argue that the management and regulation of playtime activities restricts the opportunities for children to expand their knowledge of their surroundings. (Contains 1 note.)