This study examined perceived impact of outdoor activities on academicc achievement of public primary school pupils A study of selected primary schools in Abuja metropolis. Non randomized pre test post test control group Quasi-experimental design was adopted. The population is 1,227 pupils from 13 co-educational schools in the study area. A sample of 160 pupils from primary 6 from 4 co-educational schools was used. A 40 item Instrument was developed by the researchers with reliability co-efficient of 0.95 using Kunder-Richardson formula 21 was used for data collection. The schools were grouped into 2, the experimental group was taught using school outdoor activities while the control group was taught using lecture method. Intact classes were used in all the schools. pupils were pre tested, treated for 6 weeks and retention test was administrated 4 weeks after completion of teaching exercise. Data collected were analysed using mean, standard deviation to answer two researcher questions while analysis of covariance (ANCOVA) was used to test the 3 hypotheses at 0.05 level of significance. The result shows that there was a statistically significant difference in the mean retention scores of student taught using outdoor activities. There was no statically significant difference between the mean retention scores of boys and girls exposed to school outdoor activities. Similarly, there was no statically significant interaction effect of method of teaching and pupils’ gender and their retention in classroom. It was recommended among others that teachers should incorporate school outdoor activities strategy in teaching and seminars, workshop, conferences, in-service trainings, annual teachers vacation courses and refresher courses should be organized to train them. The curriculum should be reviewed to reflect the method while textbook authors should be encouraged to incorporate the method in the textbooks.