Outdoor education in Ireland, as in many countries, takes place in a variety of physical locations ranging from urban to wilder, minimally human influenced environments. Irish public outdoor education providers have traditionally placed little emphasis on cultural understandings of the places where learning occurs. Moreover, outdoor education commonly demonstrates characteristics of a McDonaldized experience as opposed to a place-based experience. This paper explores two topics that may help to explain why place is not to the fore in teaching and learning in Irish outdoor education practice: historico-cultural relationships with the land, and the impact of the rationalisation of place on outdoor education. We approach this conversation from the belief that places, as well as people, can teach and that a more conscious pedagogical engagement with place encourages deeper, richer learning experiences. We conclude this paper by outlining how a more place-focused practice may be developed in (Irish) outdoor education.