Direct encounters with the natural environment have a long tradition in environmental education. Given that the role and character of these encounters are shaped by the approach taken to environmental or sustainability education, there is a risk that a shift towards pluralistic and political approaches will lead to a neglect of nature encounters. On the basis of an analysis of Swedish/Scandinavian outdoor and environmental history and current Swedish outdoor education practice, we suggest six potentials of encounters with nature: (1) an experience-based meaning of nature; (2) a relational ethical perspective; (3) the addition of a fourth perspective to sustainable development; (4) human ecology in practice; (5) sensing the quality of a simple life; and (6) democracy, identity and dwelling. We argue that these potentials widen the scope of environmental and sustainability education, while highlighting the need for a situated, dynamic and process-oriented concept of nature, rather than a static one in which nature is understood as a particular place or specific organisms. (Contains 7 notes.)