In this article I respond to the special issue of Environmental Education Research (EER) by problematising significant life experiences research from the perspective of research and commentaries on intergenerational differences, environment-related research with youth, and the silences in significant life experiences (SLE) research on gender, race and class. I argue that the youth of today are very different from older generations, so the achievement of the goals of environmental education through the extension of significant life experiences for older generations to the youth of today is a questionable activity. If our goal is the achievement of environmentally literate youth through environmental education, and, if we are going to use significant life experience research at all, then we need to be investigating the experiences which have been significant to youth at the end of the 20th century, not the experiences of those who were youths decades ago.