Opportunities for nature experiences are becoming increasingly limited for primary school children, both in terms of time and space. Nature experiences are assigned to various dimensions as primary experiences with and in nature. In particular, the exploratory, aesthetic, and ecological dimensions seem to be responsible for behavioral intentions in the area of nature protection. Nature experiences, especially in childhood, also have a positive influence on the connection to nature. This connection, among other factors, is an important predictor for environmentally conscious and sustainable actions. While a multitude of instruments for measuring nature connectedness in adolescents and adults have been developed, measuring this connection in primary school children poses a challenge. Nevertheless, there are results that show the importance of nature experiences for the development of nature connectedness in primary school children, thus clarifying their importance for the formation of environmental and climate protection-related behavioral intentions.