In this study, the authors narrate a deliberate language planning experience within the dynamics of the first Project WILD environmental workshop conducted in Spanish. Using critical race theory and critical Latino theory the authors explore ways in which an environmental program can be infused with Latino culture and Spanish language to address the linguistic and cultural make-up of the local audience. It further identifies preservice bilingual teachers' perceived relevance of this type of efforts and offers recommendations for practice. (Contains 2 tables and 3 figures.)