Plants are essential to life on Earth and yet are often deemed invisible by the human populace. Botanic gardens are an under-researched educational context and, as such, have occupied a peripheral arena in biology education discussions. This article seeks to readdress this absence and present the case for a more sustained use of informal learning environments, such as botanic gardens and homes, to make public the private life of plants and their role in sustaining life on Earth. By drawing on empirical data from a doctoral thesis and reviewing relevant research literature, the author argues for a renewed focus on botanical education within science education in both formal and informal contexts. Impression sheet questions are appended. (Contains 3 figures.)