Children are spending less time in nature, leading to a multitude of ramifications in all areas of development. Research has indicated that teachers play a key role in increasing time children spend in nature. The purpose of this basic qualitative study was to understand elementary teachers' perceptions of skills, benefits, and challenges of training for nature-based school teaching. The conceptual frameworks were Knowles' theory of adult learning and Kaplan and Kaplan's theory of environmental cognition. The research question was about how teachers perceive skills, benefits, and challenges of training for nature-based teaching. The basic qualitative approach with structured interviews was adopted to collect data for this study. Eight participants drawn from the public school elementary system in the New England area of the US were chosen on the basis of at least two years of nature-based teaching experience. Collected data were analyzed using the qualitative data analysis procedure based on coding, categorization, and identifying themes in relation to the research question and conceptual framework. Key results indicate that skills needed for nature-based teaching mirror best practices for classroom teaching and benefit teachers personally and professionally when the training for nature-based teaching aligns with the needs of adult learners. Preconceived notions of stakeholders involving learning and the outdoors present nature-based implementation challenges for teachers. Ongoing and highly effective nature-based teacher training for public school teachers that will better prepare them to teach children outdoors will lead to positive social change through improved cognitive, social-emotional, and physical development of children. [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.]