We live in an era defined by capitalist relations of consumption, waste, and toxicity—a time called the “wastocene” by some scholars [Armiero, Marco. 2021. Environmental History 26:425–430]. This chapter explores spaces of reuse at one U.S. university to examine what they mean for students engaged in their creation and maintenance. We define reuse broadly, as ways in which waste reduction is also generative of another material use, whether that be a direct reuse or a transformation of the materials into something new, and we emphasize programs in which the recirculation of waste intersects directly with student experiences. Drawing from a three-year study of student engagement in the University of Louisville’s (Kentucky, USA) free store, Food Recovery Network, campus garden, and composting programs, we explore what spaces of reuse mean for students as material care becomes a form of educational praxis. As students articulate the power of these spaces for learning, they highlight the importance of relational experiences. Collaborative work centered on reuse becomes a way for students to express care for each other and to craft the kinds of socio-material worlds they want to exist. The collaborative and participatory nature of this project was central to its design and execution. Along with the faculty lead, a total of 14 students were engaged in research design, data collection, analysis, and writing—most of whom were also employed by sustainability initiatives and/or active within the programs examined.