Pre-service formal educator training is well-established in both practice and research, with future teachers participating in rigorous pedagogical and practical training through partnerships with local school districts. However, the training for pre-service non-formal educators is less researched and available. Environmental education literature emphasizes student-centered learning, hands-on experiences, and active participation as best practices. Fieldwork is identified as a key pedagogy in preparing future environmental educators, enabling learners to apply classroom concepts to real-world environments, fostering critical thinking and analysis. This article explores the impact of field-based instruction, incorporating place-based marine and environmental science research, on undergraduate students in an environmental education program operating from a Gulf of Mexico marine research field station. Through course artifacts and semi-structured interviews, we assess the impact on content and pedagogical knowledge and teaching self-efficacy. The findings contribute to the discussion surrounding the value of authentic field-based and research experiences in pre-service environmental educator training.