Farms and gardens are increasingly being recognized as dynamic educational settings through which learners can engage in a wide variety of activities and practices to connect with land, food, self, and community. Across these settings, teaching with political clarity represents a pathway for identifying, interrogating, and disrupting systems of oppression as they manifest in farm and garden education, as well as in land relations more broadly. Drawing on a series of interviews with farm and garden educators in California who identify as Black, Indigenous, and/or people of color, this study identifies key principles for sociopolitically conscious garden-based education by examining the ways in which study participants demonstrate political clarity with respect to their pedagogy. Findings center on educators' work to build connections from learners' cultural knowledge and practices, attend to intergenerational land-based traumas, take critical and holistic perspectives on health and well-being, engage land with intentionality and reverence, and flatten hierarchies and support collective decision-making. These pedagogical commitments offer an opportunity to more substantively attune the work of farm and garden education toward the goals of cultivating social and environmental justice.