The purpose of this study, which occurred during COVID-19, was to integrate outdoor learning in an early childhood undergraduate literacy course at a midwestern university. Over a twelve-week semester, eight early childhood preservice teachers participated in thirty-five outdoor activities covering all content areas. The goals of this study were to: 1. Educate preservice early childhood teachers on the benefits of outdoor learning for young children, 2. Engage them in preparing and presenting hands-on developmentally appropriate lessons outdoors and 3. Build their confidence in teaching outdoors. The participants' experiences were recorded in weekly journals and an exit survey. The findings from these two sources suggest that outdoor learning activities contributed to their knowledge of the benefits of outdoor learning and increased their confidence in teaching outdoors. Despite the limitations of this study, the preservice teachers were not allowed to implement these outdoor activities with young children or families due to COVID-19. This study can inform efforts toward encouraging teacher education programs to prepare future teachers to teach outdoors.