Science educators have used field trips to enhance classroom instruction for many years. This dissertation presents two studies examining what is known about field trips focused on outdoor education. The first is a targeted review of the literature seeking to identify what is known about field trips focused on outdoor education and the role of collaboration among field trip educators. Definitions of collaboration in the literature are explored and extended to the context of education surrounding field trips. Recurring ideas in the research surrounding field trips encourage the practice of classroom teachers and outdoor educators working together to plan and deliver instruction. The second study looks into a partnership between a community of outdoor educators and a community of classroom teachers. This case compares the expectations of outdoor educators to the actions taken by the two communities as classified by the frameworks for partnership. Assuming collaboration is best practice, this review demonstrates a need for researchers and editors to include descriptions of who is involved before, during, and following the field trip. The case study discusses outdoor educators shift in pre-trip to post-trip expectations. The case study also reveals member communities involved in a partnership classified as cooperation can still experience a high degree of satisfaction with the partnership. Implications for the shifts in outdoor educator expectations and the high levels of partner satisfaction are discussed.