Indigenous storytelling is a transaction between narrators and audiences that can be expressed through Traditional Ecological Knowledge (TEK). TEK narratives, such as those of the Eastern Band of Cherokee Indians (EBCI), can demonstrate ecological literacy by empowering audiences to co-create their engagement with the local environment of that Indigenous society and its TEK. Place-based education integrates relationships with ecological systems with progressive learning and holistic well-being for participants. TEK stories may describe how those interactions, prioritized by place-based education, promote inclusive bonds and sustainability with environments. To date, no known research has investigated the integration of Cherokee TEK narratives with place-based curricula for middle school students. This study explored middle school student interpretations of a field experience that integrated place-based education, EBCI TEK stories narrated by an EBCI storyteller, and the local environment. As participants reflected on their experience, three themes emerged: cultural literacy, well-being, and respecting nature.