This paper will explore the role of gender in the construction of shared narratives around outdoor spaces. The paper draws on findings from a long-term project investigating young children's learning and the outdoor curriculum. The project is ongoing and involves children aged 3- to 4-years in a nursery school in England. The children are given regular access to extensive wild outdoor environments and are afforded the opportunity to explore and play in the environment with minimal adult direction and intervention. The focus of the enquiry is to investigate how the children interact with the natural surroundings, the effect of these experiences on their levels of well-being and the evolving outdoor pedagogy. The study is designed around a multi-method framework adapted from the well-known "mosaic approach" developed by Clark and Moss. A range of methods is therefore used, including observations, video film and photographs taken by the children. The paper will analyse the research findings from a sociocultural perspective focussing on transformations of participation and understanding arising from outdoor experiences. The paper will also draw on gender theory (MacNaughton) and, in particular, the paper will consider how the shared narratives and the image based data relating to the narratives (recorded by children and adults) both reflect and support the construction of gender. (Contains 1 table.)