The mandated early childhood framework in Australia requires educators working in early childhood services to attend to children's spirituality. Also, one of the five outcomes in this framework tasks educators with promoting children's connectedness with and contribution to the world, including natural environments. In this paper I present findings from a qualitative investigation to determine educators' understandings and practices around promoting young children's spirituality in the context of religious childcare centres in Western Australia aligned with a focus on nature engagement. A social constructivist theoretical perspective with a phenomenological and interpretivist paradigm framed the research. Interview and observational data were collected and analysed through interpretative phenomenological analysis revealing that educators were able to articulate the connection between spirituality and engagement with nature in childhood. However, in practice, educators rarely offered opportunities for children to experience nature. Recommendations include the provision of professional development in the area of children's spirituality and its connection with nature along with the creation of guidelines on pedagogical practices that afford children opportunities to engage with their spirituality through nature.