Educational processes and experiences with nature have in common that they are processes that can be promoted and influenced in pedagogical work, but their course or their beginning cannot be brought about by pedagogical measures. To justify this unavailability of educational and experiential processes, a subject-oriented and transformative understanding of education and the corresponding concept of experience by John Dewey are elaborated in this chapter and related to nature pedagogical work. In the tension between subjectifying and objectifying approaches to nature and assuming that intense, personally touching experiences with nature can also be related to one’s own person and relationship with nature, three nature pedagogical antinomies are described, which reflect the paradoxes of nature pedagogical interactions: 1) The ambivalence of nature as a place of learning and at the same time a backdrop for self- and world-encounter, 2) the ambivalent relationship between objective, ecological knowledge and subjective feelings, and 3) the conflicting relationship between didactic instructions and self-regulated, free experience.