School gardens have been shown to increase physical activity and fruit and vegetable consumption, improve student attitudes towards school, decrease problematic behaviors or behaviors associated with attention deficit disorder, and effectively engage students of diverse backgrounds and learning styles. Despite these benefits, many traditionally prepared classroom teachers are not equipped with the skills necessary to successfully integrate garden-based learning into their pedagogy. The Garden-Based Learning Project was developed as a collaboration between Stetson University and a local elementary school to address the gap between the national enthusiasm for school gardens, and the varying levels of comfort with garden-based learning among teachers. In this article, we describe the first year of the Garden-Based Learning Project, highlighting the project's accomplishments and plans for sustainability in subsequent years.