This generic qualitative dissertation strives to explore the experiences and perceptions of low nature use teachers through their portrayals of nature-based learning for early childhood-school age students with extensive support needs. By aligning and amplifying the collective stories of these teachers and highlighting patterns in how they understand their experiences, this research seeks to reveal the practical insights of teachers as they describe their perspectives on the benefits and barriers to nature-based learning. Employing a pragmatic perspective and the use of a recruitment questionnaire / semi-structured interview sequence of data collection and theoretical thematic analysis, this study generated a framework of themes describing the mechanisms that generate a disparity between a value in nature-based learning and actually using nature-based learning. Benefits for nature-based learning are characterized by (a) Outcomes: connection, knowledge and skills, well-being and (b) Experiences: captivating engagement, creative exploration, practical experience. Barriers for nature-based learning are characterized by: (a) Nature not considered, (b) Constraints of time and expectations, (c) Preparation, resources, and support, (d) Confidence, (e) Outdoor spaces and safety, (f) Student behavior and readiness, and (g) Educational climate. These patterns of understanding offer valuable insights for practitioners, policymakers, researchers, or any other gatekeepers of educational experience interested in the advancement of inclusive nature-based leaning in public education settings. These results can serve as fertile soil for the growth of more frequent intersections of nature-rich educational experiences and all learners.