While emergent research notes an increasing awareness regarding the importance of time spent in nature for personal well-being during the Covid-19 pandemic, recent literature describes children's disconnection from the natural environment. Education is a determining factor in shaping a child’s perception of nature, however, research highlights that Irish primary school teachers lack knowledge and confidence in bringing children outdoors to learn. Forest School, a semistructured, playful approach to learning and teaching outdoors, guided by six underpinning principles, can provide pedagogical guidance for educators. Previous studies outline social, emotional, and academic learning outcomes during Forest School, however, research in the context of the Irish Primary School Curriculum is limited. Therefore, the aim of this research was to critically examine if this approach to learning and teaching outdoors is appropriate to deliver the vision, aims, principles, broad objectives, subject content objectives, concepts and skill development, and assessment of the Irish Primary School Curriculum. Both approaches highlight the need for a balance of child and adult-led assessment methods, high standards of qualification, participation in continuing professional development, acknowledgement of school policy and procedures, careful planning and preparation, and emergent, experiential problem-, and inquiry-based learning opportunities that allow for child-led discoveries and questions. However, the Irish primary school curriculum provides mixed messages regarding its child-centredness, while the unstructured, play-based, and child-led nature of Forest School results in mixed opinions regarding how this approach should be delivered.