This single case study, situated within a larger narrative inquiry project, closely examines the professional stories told by one Project Grow teacher. Project Grow is a 10-year-old collaborative interdisciplinary environmental education project at a New York City alternative public high school. Through the practice of an innovative participatory action research (PAR) pedagogy, Project Grow?s teachers and community- based mentors have engaged with their students to transform a once barren urban schoolyard into a continually evolving outdoor green ?learnscape?. A close analysis of narrative themes and narrative voice in one Project Grow teacher?s schoolyard tale reveals some of the dilemmas of professional identity and professional practice a teacher encounters in facilitating a PAR schoolyard project. This narrative study of one teacher?s experiences illuminates in microcosm the variously supporting and hindering personal, interpersonal, professional, cultural and political factors that inform and shape innovative environmental education teaching. The paper also explores the implications of these findings for the education of secondary school environmental educators in institutions of higher education.