This independent project aimed to understand the barriers that Primary School practitioners perceive preventing them from teaching Science outdoors. Six educators from various key stages of a Primary Academy were investigated using field notes and detailed Semi-structured interviews. The research found that all participants acknowledged the benefits that outdoor learning provides for Science but felt there were barriers that prevented it from occurring. These barriers related to pressure to evidence children’s attainment, lack of both training and funding, as well as certain Science topics not lending themselves to the outdoors. The research concludes by discussing the barriers found and suggesting suitable approaches to overcome them, increasing the number of teachers opting to teach Science outside in future.