There is limited research to suggest the student-based and school-wide impacts of school gardens, and even less research regarding the teaching practices that are necessary to encourage the success of an outdoor classroom. Despite the lack of research, teachers are successfully integrating their outdoor classrooms into their students' learning experiences. The purpose of this study is to better understand the experience of learning to teach in the school-yard and school garden through the use of teacher narratives. The experiences of three teachers are told collectively as a layered narrative that describes first impressions, barriers and hesitations, beginning to teach outside, and teacher change.