Taking students outside of the classroom is recognized as a valid and important pedagogical practice; however, teachers at all levels feel challenged when faced with integrating informal, outdoor, and community settings with subject-specific curricula and mandated learning outcomes (Falk and Balling 2001; Michie 1998; Price and Hein 1991; Simmons 1998; Smith and Williams 1999). There is a need for models of integration that also address engaging students in field investigations and civic participation. In this chapter, the authors describe a high school program that uses the environment as an integrating context for science, language arts, health and fitness, and service-learning. They explore how the program influences students’ understanding of science, environmental concepts, and inquiry skills,and inquiry skills.