Effective environmental justice education poses unique challenges to both educators and students. For students, this pursuit is cognitively challenging at best and emotionally paralyzing at worst. It requires deconstruction of culturally produced narratives that uphold privilege, conceal complicity, and promote individual-level response to systemic problems. In this paper, we explore critical approaches to pedagogy, place, and community engaged learning, as well as their specific resonance with the challenges inherent in environmental justice education. We then thematically analyze student responses to two critically oriented community-engaged learning projects. Student experiences proved transformative as students came to see the structural elements that maintain environmental racism more clearly, demonstrated systems thinking, expressed feelings of agency, and articulated their own positionalities in thoughtful and constructive ways. From these data, we offer critical community-engaged pedagogy as transformative practice for environmental justice education.