Utilizing ecosocial theory and the notion of the environment as text, two teachers, the vice principal and a university researcher, engaged in a year-long, place-based, qualitative action research project in which they used the environment as the integrating context for teaching critical literacy, mathematics, and science. The project revealed connections between students' abilities to engage in far transfer and complex critical thinking skills, as well as increased ecological understanding and ethic of care. Professional insights were also gained into improved differentiated instruction, as well as the potential for engagement in environmental education to reduce negative behaviors and increase positive social interactions among students.