"Sustainable development" is one framework. "Bioregionalism" is another. Both phrases have evolved in an attempt to create a powerful, encompassing vision of planetary wellness and regeneration. Some American practitioner-philosophers of sustainable agriculture argued that people must become thoughtful, responsible dwellers of their places so that all life systems might be sustained. Learning to know and care for one's places is a tall order. But not an impossible one. On January 1, 2005, the Washington Center for Improving the Quality of Undergraduate Education launched "Curriculum for the Bioregion," an initiative to prepare college students, as well as the people, to live in a world where the complex issues of environmental quality, environmental justice, and global sustainability are paramount. In this article, the author shows how the region of Cascadia can be a learning site in creating bioregional curriculum, and illustrates whether a region's collective understanding and practice of sustainability can respond to the larger trends in the world.