Civic engagement in environmental issues creates opportunities for students to explore and combine interests in the environment and community action as well as to develop new perspectives related to social justice issues. This manuscript examines the outcomes of a yearlong eco-civic fellowship for undergraduates representing a variety of cultural backgrounds and identities. The program design and assessment employed an assets-based approach, with analysis methods grounded in the community cultural wealth (CCW) framework and science capital. Pre-interviews indicated that participants (n = 10) self-reported high levels of science and aspirational capital but wanted to grow their social, linguistic, and navigational capital. Post-interviews suggested that the fellowship enhanced all forms of capital, but further development of linguistic capital through improved science communication skills was desired. The assets-based approach allowed the program to leverage the resources, knowledge, and experiences students brought to the fellowship while enhancing areas in which students expressed a desire for growth. Recommendations for using assets-based approaches in programming are also discussed.