Within the field of outdoor education, some theorists argue that although leaps and gains have been made in terms of educating for the intrapersonal or "self"-development, they have come at the expense of the development of equally important relations with the local land and community (Hales, 2006; Loynes, 2002). Given this foregrounding of self over interpersonal and place-based relationships, this study aimed to explore the relationship to place that exists amongst members of a university education research team. In particular, it addresses how interpersonal relations might inform relationship with the land. The principle questions that guided the study were: What lessons can be learned from a space of "deep listening" in place? And what might this offer to our lived experiences and understandings of outdoor and ecological education? The methodology of narrative inquiry was utilized to gain a deeper understanding of what place and human others have to teach by engaging with the stories they have to tell. Six themes emerged from the interviews based on what the participants deemed to be important in the process of listening to place and strengthening ecological relations. This paper explores each theme and shares possible implications for the field of outdoor education.