Northern spotted owls require old-growth forest; salmon require freshwater habitat with cool, clean water, woody debris, and appropriate water depth; and an endangered European butterfly requires heterogeneous early successional stages of deciduous woods, but what kind of habitat do children need? Or does the structure of their habitat matter (Noon & McKelvey, 1996; Shared Strategy for Puget Sound, 2005; Freese et al., 2006)? To provide insight into this critical question, I evaluated the use of a novel method, based on global positioning system technology, to better understand children’s interactions with their outdoor environments in urban areas.