&NA;A three‐dimensional model is used to compare and contrast various approaches to natural environment interventions and to illustrate similarities and differences in these kinds of practices. The model distinguishes between practices that are contextually or noncontextually based, adult or child directed, and practitioner or nonpractitioner implemented. Our review found that one approach to natural learning environments interventions (practitioner implemented, adult directed) has increasingly been emphasized to the exclusion of other kinds of naturally occurring learning opportunities. Research on what constitutes an optimal mix of contextually based, child‐initiated, and adult‐directed learning opportunities provided by parents and mediated by practitioners is needed to understand what kinds of natural learning opportunities are best suited to optimizing child development outcomes.