This study aimed to examine the views of the parents of children who have studied the human and environmental unit of the science lesson outside of school for five weeks. The study used a phenomenology method, one of the qualitative research methods, and the research group consisted of 22 parents of students whose children were taught in out-of-school learning environments. The data collected through semi-structured interviews by appointment in two weeks after the out-of-school teaching intervention, which lasted five weeks. It was analyzed through content analysis, one of the qualitative data analysis methods. In these data, the parents, who initially approved of the implementation of studies with positive expectations, directly referred to the fact that their children displayed a large number of qualities in the home environment that support the cognitive and affective gains reported in other studies. In this context, it was concluded that the views of parents with a well-structured out-of-school science teaching process for the first time were quite rich. This study revealed that out-of-school teaching can be used as an effective tool for parent-school cooperation.