In recent years, geography educators have sought to make their pedagogy relevant to pressing social and environmental issues, but these efforts have largely imported pedagogies from outside of geography. In place-based education, in contrast, place--one of geography's defining themes--serves as a central organizing principle for a socially relevant pedagogy. This article reviews the pedagogy of place-based education and compares it to current practices in geography education. The argument is that integrating the approaches of place-based education can make geography education more relevant and that a geographic perspective can help place-based education programs more effectively promote social justice and environmental sustainability. (Contains 3 notes.)