Here, we report on the process and development of high school science projects, which were inspired by a citizen science program focused on urban monitoring. We gathered and discussed two 1980s projects’ data, involving 2600 students, 80 teachers, 15 scientists and 20 stakeholders. We added recent survey data from speaking with the former participants. Our analysis revealed key findings: (1) the process of a student-driven science investigation engages students in the scientific practices; (2) it is important to bring together scientists, teachers and students, reflecting the importance of multi-dimensional learning; and (3) citizen science was born before the 1990s, when the term came into use. Our findings have implications for awareness of urban environmental issues and the links between the education system and society, young people working together with public and private managers and the science and technology sector instilling ideas on sustainability in the entire society.