This chapter will define what is meant by a transporting schema and explain how it is seen in practice. It will explore how loose parts both indoors and outdoors can nurture a child’s transporting schema. This chapter will tell the story of a transporting schema in practice using annotated photographs, links to theory, and how a transporting schema can support child development in early years curricula. It will discuss supportive language adults can use to nourish this schema and how to plan activities that can be used to generate knowledge and understanding by supporting a transporting schema. There will be case studies and reflective questions included to allow the reader to consider their understanding of this schema and how it links to pedagogy. All the children’s names have been changed for anonymity.