The powerful learning that occurs outdoors has been well documented in this journal, as has an array of barriers teachers typically face in providing outdoor learning experiences. This paper draws on findings from a collaborative, practice-based research project examining the reconceptualisation of outdoor education in two Year 4 classes in a primary school in Aotearoa New Zealand. Teachers note four factors to be integral to supporting the transformation of curriculum and pedagogical practice. The first two, "(Re)establishing what we stand for" and "a willingness to let go of control," underscore the importance of teachers' ongoing critical analysis of their philosophies and of the impact adopting inquiry approaches had on establishing and sustaining pedagogical change. The third, "local places" matter points to the significance of the innovation itself of adopting place-responsive approaches to sustaining change. The final factor, "a climate of support," examines the key roles that senior teachers, colleagues, and students' families have in supporting teachers' endeavours to transform practice.