The present study aimed to describe and evaluate a transformative, embodied, emergent learning approach to acquiring ecological literacy through higher education. A class of teacher candidates in a bachelor of education program filled out a survey, which had them rate their level of agreement with 15 items related to ecological macro-models. Participants also completed self-efficacy measures pre- and postcourse. Overall, participants rated ecological macro-model learning very highly, and they rated the ambiguity and emergent learning approach significantly higher than information-transmission approaches. Participants' self-efficacy regarding understanding of ecological concepts and teaching approaches also significantly increased. The main implication of the study are that the ecological macro-model approach offered participants the opportunity for emergent learning, and that educators who are interested in this deeper form of learning should consider how they might apply this approach.