This paper introduces a research methodology designed to capture the complexities of learning to teach outdoor education. Theories ranging from teacher education, adventure education and experiential education have guided the development of the study. The purpose of this paper is to explain a research methodology which has been applied to an outdoor setting. The paper begins with a brief overview of the context of outdoor teacher education in Australia and provides a description of the research methods used within the case study. The paper highlights the need for further research on preservice outdoor teacher pedagogical practices in order to support their professional growth.