Hiking is often used in the context of nature education and environmental education measures. Since hiking is often also associated with intense physical exertion, this article deals with the educational potential of embodied movement experiences and the question of what role nature perceptions play in such movement-related experience processes. At the beginning of the chapter, based on Dewey’s concept of experience, the approach of embodied movement experience in terms of its educational-theoretical and phenomenological basic assumptions as well as the importance of aesthetic nature perception for an appreciation of nature is explained. Central to this is that movement experiences during hiking are at the same time encounters with nature and self, and that the embodied immersion of exertion can stimulate reflection on one’s own person and the relationship to the world or nature. Empirically, the question of the significance of embodied movement experiences during hiking was investigated in a field study in the Bavarian Forest National Park. The physical exertion during hiking can counteract the nature-educational intention to perceive and appreciate nature while hiking. Thus, movement perceptions that concern one’s own physicality as well as embodiment and also aesthetic nature perceptions can become conflictual, i.e., questioning one’s own self and nature relationship, embodied movement experiences.