Founded on the principles of place-based education, land-based learning collaboratively engages learners and community members in a four-step process of identification, understanding, intervention, and evaluation to enhance the sustainability of community-based agricultural systems. While scholars have provided the philosophical foundation for land-based learning, there have been no quantitative evaluations of learners engaged in this innovative pedagogical approach. Therefore, the current study explored students from two high schools in Michigan's Upper Peninsula who participated in a land-based learning experience focused on increasing local food purchasing within their high school cafeterias. Using pre-experience and post-experience surveys, student learning gains in local food awareness, local food behaviors, and eight leadership factors were evaluated. Results from the research include statistically significant gains in local food awareness, local food behaviors, empowerment efficacy, and decision making when comparing post-experience data to pre-experience data. Findings contribute to the nascent body of literature suggesting land-based learning is an effective pedagogical tool for promoting student growth. Recommendations for expanding the use of land-based learning; increasing funding to support its implementation; and targeted scholarship to inform the growth of land-based learning are also explored.