<p>There has been limited empirical investigation into the segregation between schools prioritising learning via timetabled, classroom learning versus quality outdoor play. Teachers are often the gatekeepers to many of the decisions that impact upon children’s engagement with quality outdoor play opportunities at school. The intention of the Transformation of Play Prioritisation in the Next Generation (TOPPING) study was to investigate teachers’ perceptions of how outdoor play could be better valued and prioritised in schools. Primary and secondary school teachers’ perceptions (<i>N</i> = 130) from across 25 different countries were collected using an online survey with several open-ended (e.g. essay style) questions to encourage deeper responses. Data were analysed using a multilevel social-ecological model thematic analysis to broadly unpack and help inform towards a sustainable ‘people-environment’ solution. It was revealed within the TOPPING study that teachers perceived a wide range of themes that could impact schools valuing and prioritising outdoor play; that included improving the preparation for teachers beyond early childhood contexts, building the evidence base on the benefits of outdoor play, and enhancing the level of educational interconnection with timetabled classes. An improved understanding of secondary school pupils’ developmental needs was also deemed important for better supporting the learning opportunities outside timetabled classes. By uncovering teacher insights into the value and prioritisation of outdoor play, this can help inform the potential, future guidance for teacher training, school and education sector decision-makers. </p>