This pilot implementation study examines the experiences of ten teachers who have employed a place-based learning resource called "A Walking Curriculum" for one to three years. "A Walking Curriculum" is an example of Imaginative Ecological Education--a pedagogical approach that centralizes imaginative engagement, emotional connection, and somatic understanding in place-based learning. Initially, researchers sought to understand teachers' practices and to determine how (or if) "A Walking Curriculum" provided teachers with a deeper insight into the principles of Imaginative Ecological Education underlying it. The research focus shifted to the nature of professional development and the meaning of educational change in a more-than-human world. This article considers policy implications of an ecological model of educational change that might better align with the eco-social transformation intentions of Imaginative Ecological Education.