This study was conducted to explore preschool children's engagement in gardening and cooking activities and to incorporate their perspectives on these activities through digital photography. Additionally, the study explored how connections between home and school could be fostered through a cooking activity at home. Eighteen four-year-olds in two preschools participated in gardening activities with their teachers and peers and engaged in a cooking activity with family at home. The children were videorecorded as they participated in the gardening activities, and they took photographs in the garden at school and during the cooking activity at home. Qualitative analyses of the observations and photographs yielded four integrated themes, including: photography supports playful exploration and inquiry; teachers guide integrated learning in gardens; children develop appreciation and knowledge of nature; and photography can facilitate home-school connections. Results indicated preschool gardens are engaging learning environments that facilitate co-construction of knowledge through shared inquiry and communication processes. Cameras are constructive tools for incorporating young children's voices and perspectives into research and observing the relational processes through which children take the photos as well as considering the content of their photographs is valuable for shared understanding and meaning-making. Photography, gardening, and cooking are accessible activities through which to foster home-school connections. This research underscores the important role of gardening and cooking activities in providing unique learning experiences that go beyond traditional classroom settings, fostering holistic development and distinct understandings of the natural world.