Our main purpose is to contribute with increased knowledge of how outdoor learning can be used in technology teaching. To make this possible we answered the questions regarding how students experienced an outdoor technology lesson and what impact outdoor learning has on students’ interest and learning in the technology subject. To do so, a design study was planned for and conducted. Based on this, a focus group interview was conducted with students in year three and an individual interview with a teacher. The answers were analyzed on the basis of a phenomenographic research approach. The result showed that outdoor learning had a positive impact on how students experienced their learning in the technology subject. The result showed that outdoor learning enhanced the collaboration between students and that their theoretical knowledge gained meaning through practical work with authentic artifacts. The result also showed that outdoor learning had positive effects on students ‘commitment to technology tasks. Outdoor learning also gave all students the same opportunities to learn. The outdoor environment had an impact on how students acted and resulted in students’ taking a greater responsibility in their learning. This meant that the students experienced an increased motivation which led to an increased interest in the subject of technology. Against this background, we believe that technology is a subject that can be taught with advantage found in outdoor learning.