With increased urgency to address environmental issues comes the need to engage more than self-identified environmentalists in solutions. Photo-elicitation techniques, such as PhotoVoice (Wang & Burris, 1994) described here, have been shown to support the development of student engagement with environmental science topics that relate directly to their lives. In this example, nonscience major undergraduate students at a private Midwestern university completed a semester-long environmental science PhotoVoice project and shared their work at an off-campus event with informed community members. This article provides examples of student work, a curricular structure, and a grading rubric. Students made personal connections to course content through photographs and written narratives, collaborated with classmates to generate common topic themes, and deepened content knowledge through secondary research. Through participating in discussions with professionals in the field, students felt confident in their content knowledge and found greater hope in hearing about local solutions to environmental issues. This curricular approach is one way to position students as active learners whose work contributes to community interests.