A theme of this book is the positive impact of outdoor activities, in particular play, on children’s learning. In this chapter, we aim to add to this theme and extend it in two ways. First, we explore the impact of outdoor activities on children’s speech, language and communication skills, skills which are central to learning and educational attainment. Second, we extend our discussion to children with communication disorders, difficulties and differences (CDs), with a particular focus on children and young people who stammer (CYPWS). The chapter is divided into three sections. In the first section, we discuss the links between nature, language and learning, and evidence for the importance of outdoor activities for the development of children’s language, communication and social skills. In the second section, we focus on these issues in relation to people with CDs, and in particular CYPWS. Drawing on Conversation Analysis research, we explore how the context within which a person with a CD is interacting may influence their communication. Our aim is to work towards an ecological approach to the study of CDs in general, and CYPWS in particular. We provide some preliminary arguments about why communicating during outdoor activities may be easier for people who stammer compared to some other types of activity, such as engaging in telephone calls. In the third section, we discuss some preliminary findings from a patient and public involvement (PPI) consultation with CYPWS which examined how communicating in outdoor environments may or may not be different to other contexts.