This project uses critical place inquiry (Tuck & McKenzie, 2015) to examine the Hanford Site to demonstrate the potential in wild pedagogies to engage not just immaculate and inspiring wildness places but also sites of ruin. Attending to places of ruin can illuminate the ways that the social, historical, and political are intimately intertwined with the ecological. Considering places of ruin, such as Hanford, as part of wild pedagogies and curriculum opens new and necessary ways for students to learn from nature (as co-teacher). Such an approach facilitates the critical examination of our current and past human relationships with nature, the land, the water, and the place itself and has the potential to foster new types of connection, ways of nurturing, and accountability in the world.