Schools play a critical role in supporting the younger generation to develop an understanding of the ocean and the skills needed to become informed and responsible ocean advocates. Grounded in a relational ocean literacy model, this study examined the outcomes of a place-based program designed to enhance primary students’ understanding of and connection to their local temperate marine environment, the Great Southern Reef. The program integrated picture books, beach excursions, and creative classroom activities to support relational learning experiences. Changes in students' awareness and perceptions of the Great Southern Reef were assessed through pre- and post-program drawings and focus group interviews. Findings revealed that students initially perceived their local marine environment as a tropical ecosystem. However, after participating in the place-based intervention, students demonstrated an overall improvement in their perception and understanding of their local marine environment, including the diversity of species and ecological interactions between organisms and surrounding habitats. Interview data further revealed that children developed stronger connections to their local marine environment, facilitating human–ocean, self-community, and knowledge-experience relations. This case study provides an evidence-based approach that can be tailored to local contexts to enhance ocean literacy in formal education settings and support young people to become future ocean stewards.