Integral to sustainability is the active role of citizens to promote and participate in sustainable practices. In this report from the field, we describe two projects that demonstrate how early childhood educators supported children’s development of ecologically sustainable practices by facilitating a shift from learning in and about environments to acting in ways that promote regeneration of the natural environment. Two practitioner-researchers, each paired with a critical friend, used the Project Approach as a framework for facilitating children’s complex, authentic connections to, understandings of, and actions for their ecosystems, demonstrating the potential of the field of Early Childhood Education for Sustainability (ECEfS). (author abstract)