What does place-conscious pedagogy in high school science education look like on Newfoundland and Labrador’s Burin Peninsula, and what educational value does it offer local science teachers? Our study of the Green Crab Project provides answers to these questions through thematic analysis of an interview given by the project’s lead teacher. Our analysis strengthens themes developed in our earlier place-conscious education research, including the affirmation of professional identity, enhancement of pedagogical agency, strengthening of school-community relationships, and providing sources of meaning and hope in educational settings. In addition to furthering themes developed in prior research, our study shows the inherently contextual nature of place consciousness in teaching and the value of engaging students in fieldwork within and for the local environment.