There has been exponential growth of early childhood immersive nature play programs (INPPs) in early childhood services across Australia over the past decade. These programs reflect the growing international momentum around nature-based programs for young children and related research identifying the many benefits of nature play. In the limited Australian research available, INPPs are mostly instigated by early childhood centres such as preschools and long day care services, and this is supported by current Australian early childhood education policies. The parameters to define INPPs most often include local outdoor sites beyond early childhood service boundaries, outdoor learning with nature in most weathers, regular extended periods of time on site, child-led play, and engagement with local communities including First Nations peoples. We undertook a mixed-methods study with research questions around where, why, and how such programs were operating across New South Wales (NSW), Australia. We were particularly interested in examining any barriers or enablers for INPPs in this emerging research field. Participating educators employed at the Australian Children’s Education and Care Quality Authority (ACECQA) approved early childhood services throughout NSW were invited to complete an initial online Qualtrics survey, then engage in follow-up online focus groups. In this chapter, we first draw on insights from the literature to set the scene, then theoretically frame this study. In reporting our findings, we offer some quantitative parameters to define typical INPPs in NSW and particularly highlight insights about risk and risky play in nature. The participating educators identified risk as a middle-order barrier amongst many others and were seeking various supports for effective risk management. The overall study intent was to provide in-depth quantitative and qualitative data about current NSW INPPs and evidence-based recommendations for ways forward in this innovative approach to early childhood programs.