As in many other education jurisdictions, environmental education in Ontario is infused throughout the science curriculum. This infusion requires students to not only understand the science behind environmental issues, but also be provided with “meaningful contexts for applying what has been learned about the environment, for thinking critically about issues related to the environment, and for considering personal action that can be taken to protect the environment” (Ontario Ministry of Education 2008, p. 38). In this chapter, the authors share the experiences of one secondary school and its community in developing these “meaningful contexts.”