The importance of gaining direct experience has been recognized by numerous pedagogues and psychologists in their theoretical frameworks. With the development of alternative pedagogical ideas and concepts, the idea of forest pedagogy has established a strong basis in various many countries and is still successfully implemented within the educational systems. The best example of this are the Scandinavian countries, where the tradition of free upbringing and outdoor living is part of everyday life but has also spread on the field of education. Moreover, some elements of this alternative pedagogical approach exist in Croatian education system. However, today it is insufficiently researched, and, unlike other European countries, forest pedagogy is most often implemented through non-systematic forms of work. The aim of this paper is to analyse the implementation of forest pedagogy within the education system in some European countries - Denmark and Sweden, Great Britain and Croatia. The analysis of the available literature revealed similarities and minimal differences in implementation between the Scandinavian countries, which considering their cultural similarities is not surprising. Furthermore, The United Kingdom is an example of an European country that follows in the footsteps of the Scandinavian model, but there are significant differences in working methods compared to Denmark and Sweden. This is due to several factors such as the lower level of autonomy of educators and the fear of taking risks which is a key part of implementing the forest pedagogy approach, as well as some other cultural differences. This is especially true in practice within Croatia, where except for one forest kindergarten, forest pedagogy methods are rarely implemented in the education system. When they are, it is most often done through external associates or various associations and organizations that deal with the spread and development of forest pedagogy.