This chapter unfolds examples of students’ experiences and encounters within sustainability, nature, and environmental-related teaching (ESE teaching onwards). The heart of this study is grounded in empirical examples from fieldwork during a project-based theme week in a Danish public primary school. The focus is to explore the tensions that emerge in teaching and learning processes at a school that actively tries to develop innovative and alternative knowledge practices that support new ways of making sense of the world. Inspired by relational approaches to knowledge, the chapter presents a mapping of intensified moments to analyse examples of ESE teaching during a mushroom excursion in a forest. The chapter demonstrates how a methodological responsiveness approaching the students’ literal, affective, and epistemic movements can display nuances for understanding how the students navigate, negotiate, and sometimes subvert the tensions and ambiguities within ESE teaching. The chapter suggests that revisiting these intensities can provide an entry point for imagining alternative directions and offer new perspectives on future ESE research.