This article is based on interviews with and participation observation of two public school teachers, who teach middle school art and high school history, who have initiated and organized the Earth Day Project in a local public park with their students since 2005. Using a grounded theory approach, the authors identified and investigated deeper and richer meanings of the Earth Day Project embodied in the environmental education and eco-aesthetic pedagogy of the two teachers. With guidance fromtheir teachers, students research environmental issues and coordinate and execute a series of art projects and environmental performances in order to celebrate Earth Day and to increase consciousness about environmental issues. Qualitative content analysis of collected data revealed that the teachers view the event as an interdisciplinary practice of art, history, and environmental education that emphasizes students’ hands-on experience, collaboration, empowerment, community building, and civic engagement. This article aims to promote this type of interdisciplinary, outdoor, and active project in educational practice.