This study examines the integration of Outdoor Learning (OL) into the Upward Bound (UB) college preparation summer program at the University of Kansas. Using a mixed-methods design, the research explored the experiences of both facilitators and students across 16 days of academic instruction that incorporated 33 outdoor sessions. Surveys, interviews, and observations revealed that OL enhanced engagement, reduced stress and anxiety, and strengthened connections between academic concepts and real-world application. Facilitators reported initial skepticism but later described OL as renewing their teaching practice and improving classroom m dynamics. Students highlighted OL’s role in boosting energy, motivation, and teamwork, with 84% recommending its continuation in future UB programs. While barriers such as weather and time were identified, most concerns decreased following implementation. These findings provide the first systematic evidence of OL within a federally funded college-access program, demonstrating its potential as a scalable, equity-focused pedagogy that supports both academic and personal outcomes for first-generation and underrepresented students. The study offers guidance for nearly 1,000 UB programs nationwide, considering innovative ways to bridge classroom instruction with meaningful, hands-on experiences.