Current national reform recommendations in the United States have largely neglected nature study and place-based learning as an explicit component of scientific content and literacy. The role of nature study needs to be expanded in both science instruction and science teacher preparation. One way to do this is to use a curriculum grounded in nature study and ideally contextualized in the local environment to address a number of current reform movements in science education. This chapter describes how situated learning using Geospatial Information Technologies (GIT) in preservice teacher education courses can be used to study the environment. GIT has become more prevalent in our everyday lives and is commonly used in natural resources management. Web-based applications such as Google Earth allow easy-to-use access to all types of environmental data. Nature study and GIT were used in preservice science teacher courses on campus and through field experience courses offered at Ossabaw Island in Georgia, Grandfather Mountain in North Carolina, and in Brazil. It was found that through collaborative learning communities, students became immersed in the natural world and were able to investigate their own questions. GIT helped students to visually see and analyze relationships in the environment. Through discourse, collaboration, and shared experiences, the teachers were able to apply what they had learned to their own science classrooms.