Adults and children are increasingly disconnected from the natural world as a result of less time spent outdoors. A reconnection to nature can be cultivated among adult learners, including collegiate science communication students enrolled in two Agricultural Education and Communication courses at a land grant university and engaged in real-world natural resource communication projects at a research and teaching forest. The purpose of this mixed-methods case study was to explore the impact of the intentionally designed project-based learning courses on students’ climate change attitudes, nature relatedness, and science communication skill development. The authors used the Nature Relatedness (NR) Scale and the Climate Change Attitude Survey (CCAS) to measure impacts. Results showed students’ self-perceived scores across both instruments were relatively high and no significant difference between scores pre- and post-course. However, interviews revealed the students’ communication skills were challenged and further developed. Participants shared that they learned about Florida forestry and gained a better understanding of climate change. Students also developed a greater sense of place toward the forest and university. Future research should examine several aspects of collegiate science communication programs, particularly the relationship between scientists and science communicators.