This master thesis explores which didactical opportunities places for teaching have for stimulating pupils’ situational interest during Outdoor School science teaching in order to promote interest in science education. The study examines urban places, based on a conceptualizing of place within human geography as a social construct. Applying the video-based research model Sophos an explorative multiple case-study was conducted. Didactical opportunities were identified by a comparison of different attributed meanings of places. The comparison was made based on interviews with four Outdoor School science teachers and four group interviews with a total of eleven pupils (age 12 to 13) who have been taught by Outdoor School. The interviews were based on three film-cases produced from video observations of pupils who were situationally interested in objects with relevance to science education at three different urban places, i.e. an apartment building parking lot, a green public park and a zoo. The results show that among the Outdoor School science teachers, positive didactical strategies to stimulate situational interest exist. It is concluded that places for teaching in urban informal learning environments have at several didactical opportunities to stimulate situational interest in Outdoor School science teaching.