Based on a three-year research project in which outdoor and environmental education were embedded in classroom curricula, this paper considers learning story pedagogy and accompanying emotional elements often found in narratives. We draw on neuroscience research findings that support the importance of emotion in focusing attention and supporting memory. A detailed account of the E4E (Educating for Environment) university/school partnership project includes a description of the resulting documentation over three years. Comparison and analysis of the documentation are followed by four propositions for outdoor and environmental education practitioners' consideration.