This article describes an environmental adult education process conducted in Melbourne, Australia, that brought together residents concerned about urban heritage. Attachment to place emerged as a primary catalyst and basis for participants' further learning and practice of peer leadership, organizing, and advocacy skills. Participants associated their personal and collective identity with neighborhoods and streetscapes they sought to protect from unsympathetic development. This approach identified that struggle to protect urban heritage and amenity is a direct environmental issue, resulting in enhanced awareness of need to develop opportunities for environmental adult learning and action on urban planning issues. The built environment has been defined as: part of overall ecosystem of our earth. It encompasses all buildings, spaces and products that are created, or at least significantly modified by people. It includes our homes, schools and workplaces, parks, business areas and roads. It extends overhead in form of electric transmission lines, underground in form of waste disposal sites and subway trains and across country in form of highways. (Health Canada, 1997. p. 141) These contain two main elements: 1) infrastructure such as roads, communications, provision of drinking water mains, sewage systems, and utilities such as electricity and gas; and 2) broad features of urban layout, such as cityscapes (building heights, shapes and overall density) and streetscapes (width, tree cover, housing density, and diversity of uses to which buildings are put). The link between built environment and well-being is acknowledged by World Health Organization (WHO) (Duhl & Sanchez, 1999). The Ottawa Charter stated that to attain health, environment must be supportive. Living and working environments need to be safe, stimulating, satisfying and enjoyable.... The protection of natural and built environments and conservation of natural resources must be addressed in any health promotion strategy (WHO, 1986). The Jakarta Declaration on Health Promotion identified global challenge to well-being posed by urbanization and need for a cross-sectoral approach (WHO, 1997). WHO has advocated a development approach to promoting health, in which sociopolitical aspects of health are addressed by focusing on issues of power, social structure and social processes (Ewles & Simmett, 1992). Given this, adult education strategies can be viewed as critical to health promotion. Environmental adult education weaves together principles, theories and practices of adult education, popular education and feminist popular education, as well as incorporating indigenous concepts of human-physical environment relationship (Clover, 1995). With local environmental issues as focus for action, it aims to engage adults in reflection and action upon sociocultural factors that have affected their lives and to re-establish the severed connection between individual biography and social structures (Brookfield, 1986, p. 7). Environmental adult education draws on existing knowledge and past experiences adults bring to all learning situations, learning through praxis with assistance of educator acting as a collaborative resource and facilitator, as they use these experiences and knowledges to work towards socio-environmental change (Clover, 1995). Because environmental adult education operates at grassroots level and draws on people's lived experience for action, there is an opportunity to build on citizens' awareness of role of place and in their lives in order to stimulate action towards environmental change or preservation (Clover, 1996; Jansen, 1995). Jansen argues that for community-based education to accomplish this, it must propagate community values, problems, resources, and potential (p. …