The classroom offers a unique and effective venue for community engagement and an opportunity for teaching artists to dive into a topic on both practical and theoretical levels, resulting in well-informed input. That well-informed input is then translated into thoughtful action. It is exciting to engage students early on in shaping their community so that they can carry the expectation into their adult lives and can impact the world they live in. In this article, environmental designer, Carrie Ann Christensen discusses the arc of community-engaged teaching in a recent teaching experience, called Water Stories, that she had with a group of fourth graders. The school first approached Christensen's team--which included a regional arts organization, and a ceramicist who specializes in environmentally themed works--with the question, How can art connect students and the larger community to water and landscape at the school? This team approached the project not just as public art but also as a chance to help manage the landscape and water-based resources at the school in a more sustainable way. In this scenario, the school is not thought of as separate from the outside world. The school grounds are part of the larger community, connected to the watershed, the wildlife, and the infrastructure of the surrounding area. Through the lens of community-engaged teaching, this was an opportunity to teach "Community engagement" to students, teachers, and school staff about water issues through the arts and engage them in developing innovative solutions to water problems on a site with which they interact on a daily basis.