This chapter considers issues of empowerment, subjectivity, and embodied perspectives when revisiting the fascinating proposals for ‘environmental education’ as developed by Colin Ward and Tony Fyson, and as published in, among others, Streetwork. The exploding school (Ward and Fyson 1973), and The Child in the City (Ward 1978). The chapter takes two aspects of environmental education (its material make-up and gender/subjectivity) as a starting point to speculate on the empowering potential of environmental learning for architectural pedagogy, also today. Beginning such revisit from such vantage point as well as Ward’s hints and pointers with regard to the gendered aspects of environmental learning, I hope, with this chapter, to open up exciting questions and possible paths for future research regarding the empowering forces of learning in and with the (urban) environment and regarding the materiality of architectural education.