Reflecting on environmental sustainability education with teacher candidates, this chapter philosophically investigates eco-pedagogies that make learning more “transformative.” First exploring ways of engaging youth in dialogue around viable solutions to wicked problems, the chapter draws on pragmatist models of learning; inquiry-based education becomes an occasion for students to acquire research and argumentation skills (like digital literacy), employ creative problem-solving, and practice ways of governing themselves (despite differences of view) more openly and democratically. Turning to place- and arts-based learning, seeking transformative experiences outside the conventional classroom, the chapter draws on phenomenological approaches toward opening students for heightened receptivity to the more-than-human realm of “nature.” Finally, in a call to action, the author encourages experimentation, reflective practice, and descriptive research instead of seeking empirical evidence to supposedly verify the efficacy of these eco-pedagogies, pointing with Wittgenstein to conceptual confusion when using causal language games from science when talking about “effective eco-pedagogies.”