This chapter presents a case study of “Nurture thru Nature” (NtN), an educational initiative designed to improve science and mathematics outcomes for disadvantaged students in a small urban U.S. city. Developed through a university-led public–private partnership, NtN addressed systemic educational inequities by employing nature-based, experiential learning grounded in Deweyan educational philosophy and amplified by principles of human capital development and the out-of-door education movement. The program was rooted in a participatory problem definition process and implemented through expansive cycles of design, reflection, and adaptation. NtN integrated STEM instruction with social-emotional learning in both after-school and summer settings. A randomized controlled trial provided robust evidence of its impact on cognitive and noncognitive outcomes, including improvements in math and science grades, higher-order thinking skills, and conscientiousness. The chapter analyzes NtN through the lens of the problem-solving framework outlined in Chap. 1 , demonstrating how collaborative governance, frame-reflective analysis, and context-sensitive design can yield sustained educational benefits. It concludes by reflecting on the theoretical implications of the project and its potential relevance to other local authorities grappling with persistent public service challenges. NtN offers a practical example of innovation in public education that is locally grounded, evidence-based, and socially transformative.