In this response to Doug Karrow and Xavier Fazio's chapter "Educating-Within-Place: Care, Citizen Science, and Ecojustice," we further discuss key issues presented by the authors, especially regarding the ontological realm of place. To begin, we introduce ourselves as science educators from diverse backgrounds in terms of our experiences with place-based education. Using the NING social networking website as a discussion platform, we draw on our experiences, things presented in the chapter, and our expanding thoughts to engage in a discussion about what educating-in-place means to us as science educators and researchers.