Learning outside of classroom gives students a first-hand experience and constitutes an important part of nature and society class (Stevanić-Pavelić and Vlasac, 2006), especially when you take into consideration the fact that 90% of what a student experiences on their own remains in their memory (Skok, 2002). The goal of learning outside of classroom is to use the knowledge they have learned previously and put it into practice. Besides that, learning out of classroom promotes the student’s activity and creativity, helps them learn to observe, as well as develop critical thinking. In order for teachers to make learning outside of classroom work, and for them to achieve the required goals, there has to be a well thought-out preparation for it. This thesis consists of two parts – the theoretical and the research part. The goal of the research part was to ascertain the teacher's opinion on learning outside of classroom in nature and society class, or rather, to analyse the frequency and the ways in which such classes are held. The goal was also to find out whether there is a connection between the preferences of teachers depending on the number of years of experience they have or where they work. A total of 178 respondents filled out the anonymous questionnaire. The results show that teachers are not putting enough work outside of classroom into practice. Holding such classes depends on the teacher's preference, hence those teachers who spend more time in the nature also do more learning outside of classroom. The results also show that it does not matter where the teachers work, but teachers with 20 or more years of experience will put more learning outside of classroom into practice than those with less than 20 years of work experience.