This original study explores the geographies of outdoor education. In recent years, there has been an unprecedented drive to make use of the outdoors as a learning space in educational practice. This has been coupled with a growing body of research critically examining the geographies of education. Despite the perceived benefits of outdoor education, which have been the focus of much academic literature to-date, the particular spaces through which outdoor education operates have been significantly under-researched. This study therefore contributes to an increased understanding of these spaces, through an empirical focus on the Outward Bound Trust, the UK's leading provider of bursary-assisted outdoor learning. The qualitative research adopts an ethnographic approach, incorporating semi-structured interviews and innovative participatory methods. The empirical data set captures the voices of 26 outdoor instructors and 47 young people, and includes 40 moodboards created by these young people. The views of the study participants provide new insights into how the people and places of outdoor education co-produce particular experiences for young people. Specifically, the concept of 'centre geographies' is proposed in order to understand the ways in which the physical environment is implicated in outdoor education, and capture the diversity of spaces which are utilised. The findings expose the ways in which outdoor instructors embody the organisational culture, and how this contributes to their personal and professional trajectories and mobilities. The study highlights where the Outward Bound Trust (mis)align with contemporary citizenship education discourses, and, critically, how the organisation employs a 'methodological slowness' to allow for embodied learning to unfold, with time being revealed as a key factor in outdoor education experiences. Young people demonstrated how embodied encounters with place can be both opportunities for agency and alterity, and politically and culturally bounded. These interactions with outdoor spaces also foreground how young people's mobilities animate land and landscape, as well as destabilising the nature/culture binary inherent in traditional outdoor education narratives. Overall, the thesis explores the geographies of outdoor education through an explicit consideration of the Outward Bound Trust's defining features: 'people', 'place', and 'process'. It contributes to extant bodies of literature on young people's bodily encounters, the interplay between formal and informal education, and life-course transitions, bringing outdoor education firmly into debates on children's geographies and the geographies of education.