Engaging students in positive experiences in and for the natural world is perhaps one of the most pressing issues for educators today. The challenges presented by unsustainable practices require reflection on how transformation, of individuals and of communities, might lead to a more sustainable future. In this article we explore intersections between transformation, sustainability and place, and we examine outdoor learning experiences that might assist in the promotion of sustainability. The paper is framed by three guiding questions: what are the goals of transformation and which/whose standards determine such goals; how can principles of sustainability act as a guiding framework for transformation; and what types of outdoor experiences might meaningfully contribute to such sustainability-focused transformation? This article draws on teachers' perspectives concerning the value of place(s) in outdoor learning. The authors suggest that the use of a framework of sustainability may facilitate greater intentionality, on the part of place-responsive educators, thus improving the opportunities for improved human--nature relations.