In current research, place is a concept with multiple meanings, rich with personal, socio-cultural, historical, and political complexities. Through a phenomenological investigation of place meanings with preservice art teachers, I weave my narrative as a writer with my role as an artist/teacher/researcher who examines their performance art as one tool to further an ecology of place. I then draw conclusions that support sense-knowing, the importance of participation, embodied practice in art, and connective relationships. From these threads of inquiry, I conclude with an ecological re-vision for art education. (Contains 7 footnotes.)