In an attempt to counter what the author perceived as a loss of student-led learning experiences, she began looking for examples of where play--kids tinkering and experimenting with materials and content or engaging in other hands-on, experiential learning opportunities freely--was still encouraged in schools. During that search, she learned that forest schools are emerging as an alternative form of early childhood education that utilizes free play, exploration, and experience to inspire an unstructured curriculum. As such, there are many connections between the learning found in forest schools and the practices and possibilities that exist in art education. This article presents forest schools and how they can play a role in art education.