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This essay analyzes student learning through place‐based pedagogies in an American Religions course. In the course, students analyzed cultural meanings and practices of regional religious communities and participated in sensory awareness and ecological learning in a campus garden. Embodied learning increased student understanding and appreciation of land‐based religious practices and epistemologies, and promoted multiple student literacies. In Religious Studies, place‐based learning is vital to the examination of the rich dimensions and expressions of religious experience. Across disciplines, place‐based pedagogies can expand and deepen text‐based learning, cultivate recognition of various ways of knowing, foster affective connections to the local community, and develop critical skills for addressing patterns of displacement and ecological denigration.