This scientific essay is based on four self-perceived situations that all takes place in an outdoor environment. The children are aged seven to nine years. At least one of the children in the groups has some type of concentration difficulties. I have combined my practical experience with literature and previous research regarding outdoor education and children with concentration difficulties. Based on this I have tried to interpret and reflect on the opportunities and problems with outdoor education for children with concentration difficulties, especially so called situational concentration difficulties. I have also reflected on my role as a teacher for these children in the outdoor environment. I have divided my reflection into three perspectives; the active perspective, the individual perspective and the interaction perspective. I have found information supporting that practical element in teaching helps children with concentration difficulties in the learning process. I also believe that an outdoor environment provides great opportunities in such practical pedagogy. However, the teacher has to do a lot of planning and needs a lot of knowledge of children with special needs. In my opinion, outdoor education can also be used to strengthen children with concentration difficulties from an individual perspective and give them a positive experience. This applies if the outdoor activities are tailor made to the individual. Cooperative learning in an outdoor environment can strengthen children with concentration disorders if the composition of the group is adapted to the child. If the teacher does not meet the high demands regarding outdoor teaching, the benefits might quickly become negative experiences for children with concentration difficulties.