About five years after the completion of the Lesotho Environmental Education Support Project (LEESP), a small-scale qualitative study was undertaken to explore appropriate Environmental Education (EE) pedagogy drawing some lessons from LEESP and EE practice in the UK. LEESP set out to establish ‘action competence’ among learners in primary and secondary schools, in response to intensifying environmental problems in Lesotho. The present study is part of the ongoing DelPHE project to develop environmental education teacher education programmes for pre-service teachers at the National University of Lesotho and the Lesotho College of Education by, in part, drawing on lessons from LEESP. Informed by the tenets, action, competence, and outdoor learning, we analyze questionnaire responses of eight teachers from eight of the 20 LEESP model schools and the study visit experiences of the DelPHE project team members to the UK, which has a long practice and tradition of outdoor education. We argue that the entrenchment of outdoor learning in Lesotho curricula would be a conduit for a shift from traditional didactic classroom teaching and provide a framework development of learners leading to ‘action competence’; we further outline the implications of our findings for Environmental Education teacher education programmes in Lesotho.