Geology has always been considered a field science, although in the second half of the nineteenth century, it also asserted itself as an experimental science centred on the use of analogue models. However, it is still onsite field trips that characterize the investigation and teaching of geology. For years, field trips were always in-person, organized under various models. Nevertheless, virtual field trips have gained ground and proved to be more inclusive as they allow students to visit places far from their school environment online, overcoming physical barriers and addressing mobility difficulties some students face. Moreover, since they are less time-consuming, they allow the teacher to use them more frequently and virtually take the student to interact with nature, a factor that has proven to be an added value in stimulating learning, increasing motivation, and even assisting students with learning difficulties to concentrate. This chapter (i) discusses fieldwork organization in both onsite and virtual trips; (ii) highlights the role of nature-based learning and field trips in supporting it; (iii) explains how virtual trips complement onsite ones and promote inclusion.