<p>A key responsibility of early childhood teachers is to enhance children’s play experiences. However, more research is needed on how teachers in nature-based settings support play through affordances in rugged terrain, natural materials, and living creatures. Over two months, 11 teachers and 48 children were observed playing in four outdoor locations featuring natural environments. The study focuses on teachers’ actions and statements concerning children’s play. Data collection involved observations, field notes, and conversations with teachers, which were later analyzed thematically. The analysis proposes three themes in how teachers facilitate children’s interactions with affordances in natural environments: (1) joining the play on the children’s terms, (2) providing ‘little pushes’, and (3) keeping their hands behind their backs. The findings suggest that teachers’ joining the play enhanced inclusivity. Providing ‘little pushes’ encourages imagination and learning during play. Additionally, by keeping their hands behind their backs, teachers allowed children to engage first-hand with the natural environment. Implications for nature play researchers, outdoor practitioners, and early childhood teacher educators are provided.</p>