In our interconnected world, what does it mean to teach global environmental issues to young children? Using theoretical foundations from the social justice learning community and child-directed, inquiry-based learning best practices, this practitioner reflection details a seven-week, student-centered, interdisciplinary learning experience conducted in the author's classroom. This exploration of the Amazon rainforest and deforestation promoted content knowledge development across fine arts, math, earth science, English language arts, and social studies disciplines; standards-based skills acquisition; collaboration; self-determination; and critical engagement among students in a diverse kindergarten class at a public school in Los Angeles County, California, in the United States. To guide the development of the project, an appropriate social studies framework was utilized along with the popular culture resource "3 Questions That Can Change The World" from the Kid President enterprise. Students conducted research and took concrete action through a variety of projects, including raising and donating funds for injured wildlife and reporting on their experiences verbally, in writing, and graphically. I analyzed my field notes, reflective teacher journal, and student work samples to improve my practice and pedagogical progress in teaching young students about global environmental issues. In this process of critical reflection and action inspired by Freire's (1993) concept of praxis, I found that inquiry-based learning that encourages students to ask meaningful questions, investigate answers through interdisciplinary learning, and find meaningful solutions to the problems they encounter increases their self-determination.