Background: Outdoor learning and computer-based learning are two different alternatives to in-class conventional teacher-centered learning. Purpose: This study compares the outdoor learning setting with computer-based learning in class. It examines the influence of the two different learning settings on academic achievements, the learning experience, and pro-environmental perceptions. Sample: A total of 90 elementary school students (third and fourth-grade classes) participated in the study. Design and methods: The academic knowledge of the study participants was tested through identical exams for both learning settings. In addition, in each group the students' perceptions were examined by means of a questionnaire about environmental values and the learning experience. Results: The study demonstrates that academic achievements in the two settings were similar, but the students expressed more enthusiasm about the outdoor learning experience than about in-class learning. In addition, the outdoor learning setting contributed more to promoting positive environmental perceptions even though students did not learn directly about environmental issues and sustainability. Conclusions: These findings suggest that learning in the natural environment is valuable--Alongside the fostering of computerized learning, it is also important to promote outdoor learning settings and integrate both settings by implementing mobile technologies in the outdoor teaching.