This paper is a result of teaching and reflecting upon four different iterations of an ecopsychology-themed course. I provide a brief narrative of my development as an ecopsychology educator, followed by a detailed account of course objectives, assignments, readings, and lessons learned from each version of the course. In-depth discussions with students, teaching assistants, faculty colleagues, and partnering organizations led to several course adaptations. As a result, of these four iterations of the course I now consider (a) historical context, (b) place-based application of theoretical ideas, and (c) challenging assumptions in the field, as core components of my ecopsychology course. Key Words: Place-based ecopsychology—Teaching.
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