The outdoors and land provide many beneficial aspects that affect an individual's development. The education system in Canada has been taught in a Westernized perspective for a long time now, leaving the Indigenous community to not feel as secure and respected. This research mainly focuses on the Ontario curriculum, and looks at the need for indigenizing outdoor play curriculum in the Primary years of education (Kindergarten - Grade 3). There is a need for Ontario citizens to work together on gaining more knowledge around the land we reside, learn, and play on. In my research I will examine how the Land supports and benefits children’s development and growth. The wholistic approach to learning is embedded in the land and frames Indigenous worldviews. These are learning principles that I value. This wholistic framework of learning and engaging in outdoor pedagogy on the land will guide me through my research. A literature review was done for this research using reliable sources that examine the significance of understanding more about the land and how important it is for our overall health and well-being. This literature review resulted in gaps detected that the Ontario Curriculum does not share about outdoor play in respects to Indigenous people about their history and practices. Overall, more looks into each of the Ontario curriculum documents need to be examined on where Indigenous perspectives on the land are prevalent or missing. Indigenizing outdoor curriculum is necessary in order to build a strong community for all children in education.