<p>School gardens transform a portion of the school yard into a vibrant and sustainable learning space. In this paper, the authors explore the role of school gardens in supporting elementary students’ conceptualization of environmental learning principles through nature-based experiences. This project uses survey and interview data to explore the following research question: Can school gardens develop elementary students’ understanding and respect for environmental complexity, aesthetics, responsibility, and ethics? If so, to what extent? The study adopts a mixed-methods design, specifically a case study method. The setting for this case study is an urban elementary school in Ontario, Canada. Participants include 86 elementary students in grades 4, 5, 6, and 7; five teachers; one vice principal; and two garden volunteers. Primary sources of data include (1) students’ survey responses and (2) semi-structured interviews of students, teachers, the vice principal, and garden volunteers. The data analysis is implemented through the lens of the principles of conceptualizing environmental education (EE). Findings highlight that the school garden can foster students’ understanding of complex natural systems, environmental awareness and appreciation of nature, environmental responsibility, and environmental ethics. School gardens have the potential to introduce environmental learning principles for students at an early age and in a holistic way. This paper stimulates further investigations that support the role of school gardens in fostering a practical form of EE that extends beyond the classroom and the school.</p>