Environmental education researchers have called for a greater analysis of "learning" in environmental education in relation to contemporary theories and explanatory frameworks of learning. Situated learning, as a prominent example, is a sociocultural theory that contends that learning is a social process that occurs as individuals participate in "communities of practice." This study aims to enhance our understanding of the usefulness and applicability of the communities of practice framework to the analysis of learning in environmental education, focusing on the learning in after-school environmental education programs for Hispanic youth. Results suggest that the framework can be applied to identify some environmental education programs as communities of practice, characterized by the development of joint enterprise, mutual engagement, and shared repertoire. The framework was also found to be useful in identifying and describing learning as bringing about changes in identity formation as a result of participation in the programs. Finally, we suggest that such programs, due to their free-choice nature and multiple opportunities for participation, also offer suitable contexts for further research regarding the relevance of sociocultural theories of learning to environmental education practice. (Contains 5 tables and 1 note.)