In Montessori pedagogy, "Going Out" refers to an educational experience where children leave the classroom to explore the wider world, allowing them to apply their learning in real-life contexts. Unlike traditional field trips, which are often teacher-directed, Montessori "Going Out" is initiated and planned by the children, reflecting their curiosity and interests. It is an extension of the classroom environment, intended to foster independence, responsibility, and social skills. The purpose of "Going Out" is to provide opportunities for children to engage with their community, deepen their understanding of subjects through firsthand experiences, and develop practical life skills like planning, problem-solving, and navigating social interactions. These outings may involve visits to museums, libraries, farms, or other community resources, always with the aim of enriching the child's holistic development. In Montessori, "Going Out" is seen as a critical component of helping children connect their learning to the real world, nurturing a sense of curiosity and agency.

“When the child goes out, it is the world itself that offers itself to him. Let us take the child out to show him real things instead of making objects, which represent ideas, and closing them in cupboards.” (Montessori, Maria, From Childhood to Adolescence, p. 17) “To understand the importance of these exercises, which ought to permit social experiences…we must understand that it is designed to bring the child’s attainments to life for him. It is only thus that their realities will penetrate him.” (Montessori, Maria, From Childhood to Adolescence, p. 12) “The outing whose aim is neither purely that of personal hygiene not that of a practical order, but which makes an experience live, will make the child conscious of realities.” (From Childhood to Adolescence, p. 13) “This is an active exercise that habituates the children to observe, to seek.” (Montessori, Maria, From Childhood to Adolescence, p.15)