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Reported are three studies of attitudes towards and effects of science education field trips. In the first study, 425 fifth and sixth graders participated in outdoor science activities in one of three types of settings. Results indicated that more learning took place when the number of available examples of concepts to be learned and setting novelty were both maximized. Students reported positive feelings about their experience and were observed to be spending over 90% of their time during the field trip on the assigned activities. The second study surveyed the attitudes and perceptions toward field trips of a nationwide sample of teachers, administrators, college methods instructors, and nature center professionals. All four groups held positive attitudes toward field trips and provided similar responses to most questionnaire items. The final investigation demonstrated the significant influence of certain factors associated with field trips upon learning and behavior. The three studies indicate that educators view science field trips as important, that field trips have clear cognitive and affective benefits, and that certain characteristics of learners and the field trip setting influence student attitudes, behavior, and learning. (Author/WB)