This research examined youth-to-educator intergenerational learning (YEIGL) during a residential environmental education (EE) program for elementary students in a rural mid-Atlantic region of the United States. The environmental educators consisted of university students with various levels of EE teaching experience. Using sociocultural learning theory as a framework for understanding how and when YEIGL takes place, in-depth semi-structured interviews were conducted with the educators (n = 27) after their teaching experiences. Interview transcripts were analyzed using an inductive approach, which resulted in ten learning themes that shed light on teacher/leadership skills, sociocultural knowledge, mental health, a return to childlikeness, social-emotional learning, meaningfulness of work, informing life decisions, lacking expectations going into the program, experiencing appreciation, and connecting to nature. Findings indicate that YEIGL does occur in several ways for the direct benefit of the educators, as well as the indirect benefit of the campers. We suggest that future intergenerational learning (IGL) research should consider YEIGL as an important addition to the field to support a deeper understanding of the power of IGL, and the ways it can benefit a wide community of environmental education participants.