The article elucidates the interconnections between environmental justice, educational disadvantage, and nature experiences, focusing on the educational potential of nature experiences for “educationally disadvantaged” children and adolescents. A concept for initiating nature experiences, which was tested in a three-year research project, is presented. The various interrelationships were examined in this context. The basis of the concept consists of four principles, which are primarily understood as pedagogical attitudes, but also as pedagogical methods in nature education offerings: happiness, enjoyment, and good life (1), reflection (2), participation (3), and symbolization (4). The results of the study show that with this specific combination, nature experiences could be facilitated that, for the children and adolescents examined, encompassed not only numerous positive experiences and the strengthening of valuable resources but also thought processes with potential for change and education. This is significant not only with regard to the target group of the “educationally disadvantaged” but also for other nature education settings.