The study investigates preschool teachers’ individual perceptions towards outdoor learning in Swedish preschools. The aim is to understand how preschool teachers describe outdoor learning and which effects on children´s behavior are recognized. Furthermore, the study aims to highlight children particularly benefiting from learning outdoors. Therefore, semi-structured interviews following a qualitative research approach are hold in order to outline and evaluate the perceptions of seven preschool teachers working in southern Sweden. A literature review should allow a contextual location focusing on outdoor education and outdoor learning, the Swedish preschool curriculum, nature´s influence on human’s health and well-being and children with special needs. The interviews show that preschool teachers mainly recognize positive effects of learning outdoors regarding children´s social, emotional, cognitive and physical development. Outdoor learning offers children possibilities to play in bigger groups and seems to cause less conflicts. Little attention is put on negative effects only regarding outdoor surroundings. Preschool teachers identify two main character traits of children certainly benefiting from learning outdoors, referring to children needing increased movement and children indoors appearing shy and introverted. As possible explanations for positive effects of outdoor learning on children the preschool teachers mainly relate to larger space and increased feelings of freedom. Nature seems to provide possibilities for a lower distraction of the senses, allowing a clearer perception. Children´s ability to concentrate seems to increase through nature. Additionally, outdoors the opportunity of taking a timeout increases in order to allow children spending time alone.