This study provides additional insight into how outdoor learning can be used as a vehicle to address transition issues. It analyses the benefits of outdoor learning through the use of shared learning days with pupils in transition phases across all the cited outcome categories: cognitive, affective, interpersonal/social and physical/behavioural. The article argues that a carefully designed programme of outdoor'shared learning days' with pupils in both phases working together is a sound model to help address the recommendations arising from specific transition issues through the delivery of aligned outcomes and impact from learning science outdoors.