Introducing an ecological approach to how teachers are prepared with a new vision of science education unconfined to classrooms, this descriptive chapter introduces a university science teacher education program which recognizes that coherent, complex and meaningful science learning is not confined to classrooms – be they university or K-12 classrooms. There is increasing interest within the science research community in ecological and systems perspectives on science teaching and learning (Center for the Advancement of Informal Science [CAISE], 2010, NRC, 2009, 2015). In our program, candidates’ preparation involves specific, purposefully coordinated, engaged-learning experiences that take place across, linked to, and drawn from varied science learning contexts, or what we refer to as a Science Teacher Learning Ecosystem (Smetana, Birmingham, Rouleau, Carlson, & Phillips, 2017). We have been intentional about the ways in which varied contexts matter, not only for youth but also for the teacher candidates who are preparing to work with them. The contexts each bring a different homeostatic identity. The intent is that candidates will be better able to facilitate these sorts of connected learning experiences (Bevan, 2016) for their students if they have had similar sorts of opportunities as well as the space to reflect upon them. This chapter reports on a study abroad experience in Panamá City, Panamá that, as part of an elementary science methods course, is designed to develop elementary teacher candidates’ interest and foster enthusiasm for not only science but for the kind of connected science teaching and learning that develops and deepens across time and spaces. The chapter begins with an overview of the conceptual framework for the program and this specific methods course. Then, this framework is used to describe the specific experiences of the study abroad trip, which include time in K-5 classrooms and afterschool activities, a visit to the Panamá Canal locks, an urban rainforest and the colonial city center. Data are derived from course assignments and discussions to provide insight into the ways in which candidates conceptualized learning and doing science across the various times, contexts and experiences. Finally, implications are drawn for other science educators and science education researchers.