The purpose of this study is to investigate the positional identity of outdoor educators (OE) within educational spaces. Numerous studies have reported the myriad benefits of outdoor learning, but do not address the factors, contexts, and experiences that impact OEs' identity formation and professional trajectory. Through an embedded mixed methods approach, this study utilized structural equation modeling (SEM) to develop and validate a quantitative survey instrument to measure OEs positional identity while concurrently conducting a qualitative phenomenological study to uncover the unheard, authentic voices of OEs regarding their positionality as educators. The quantitative results were analyzed through a series of ANOVA and regression models. The phenomenological methodology included semi-structured interviews with nine OEs to reveal themes describing OEs positional identities and orientations to their profession. The qualitative data provided substantive meaning and content relevance to the quantitative results. Results indicate that OEs share similar personal and pedagogical goals of supporting learners' growth and development, yet they have complex and varied approaches to their professional activities. Many described their own memories of the restorative effect of spending time in nature in their childhood. The most significant finding in the present study was the common goal of the OEs to connect others with nature and provide for them similar positive socio-emotional experiences in nature that they remembered from their own childhoods. The contribution of this study is the development and validation of a new quantitative survey instrument to investigate OE identity. Additionally, it provides representation for this group of underrecognized educators to reveal identity patterns describing OEs' professional contributions to holistic, intentional whole child learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]