In environmental and climate change education, there is an urgent need for approaches that move beyond simply sharing information to actively empowering learners to take action—especially collective and collaborative action. Engaging students in meaningful action not only produces positive ecological outcomes but also helps counter the feelings of fear, anxiety, and hopelessness that often accompany awareness of environmental crises. Action-oriented approaches invite young people to imagine and create alternative futures, supporting their sense of agency and laying the groundwork for lifelong civic and community engagement. Research with young people has consistently shown that what they most want to know about climate change is what they can do about it, underscoring the importance of education that provides opportunities for meaningful action and participation. This chapter explores action-focused environmental education as implemented through the U.S. National Oceanic and Atmospheric Administration (NOAA) Planet Stewards Education Project. Over the past 15 years, Planet Stewards has supported educators across formal and informal learning settings to develop and deliver projects addressing climate change, biodiversity loss, and other ecological challenges through student-led action. Through in-depth interviews with 30 participating educators, this study explored how they have overcome institutional and logistical barriers to create unique, action-centered curricula that position youth as leaders and change-makers in their schools, families, and communities. Drawing on a range of case studies, this presentation further highlights how educators frame and facilitate student action projects, including those situated in historically excluded or marginalized communities. Findings have implications for educators, program designers, and policymakers seeking to expand equitable, action-oriented opportunities for young people to engage with climate challenges in ways that are empowering, collaborative, and transformative.