There is a growing body of research that has provided evidence of the benefits of outdoor learning and risky play for children’s development, yet within an Irish context there appears to be a gap in the provision of this type of play in the early childhood sector. This study is about early childhood care and education practitioners and how they can reconcile the outdoor learning and risky play with the pressures to avoid, omit or obscure it in the current climate. It begins by positioning my role as critical educator and the context in which the early childhood care and education sector is developing. The research draws from literature to demonstrate how the early childhood care and education practitioner is positioned to offer experiences to children on a daily basis. This qualitative study sets out to determine what is it that promotes or negates engagement in outdoor learning and risky play with children in early childhood care and education services. This study aims to enhance our knowledge of the early childhood care and education practitioner by exploring the experience of practice. The findings suggest that from a pedagogical perspective, practitioners believe opportunities for outdoor learning and risky play is important for children’s development. However, their ability to provide such experiences for children is very restricted. The research uncovers a web of power, the reality of living in a risk adverse society, governmental policies and the impact these have on the everyday experiences of young children in early childhood settings.