Nature-based solutions directed at improving biodiversity, on both public and private land, can provide multiple benefits, but many of these benefits are not being fully realised. One reason is the normative and cognitive disconnect between people and nature, highlighting the need for new learning programs to foster better nature connections. More is known about learning in the context of community gardens than in relation to private gardens. Using semi-structured interviews and thematic analysis, this study explores learning among residents engaged in home gardening for biodiversity in Winnipeg, Canada. We uncovered diverse and interconnected learning processes/activities founded on formative childhood experiences. The processes/activities were non-formal and informal, and included individual, social and blended experiences. Learning outcomes were also mutually influencing and multi-levelled, comprising normative, cognitive/behavioural and relational changes. The results support an analytical framework suggesting how learning-focused initiatives can enhance biodiversity on private property and aid in delivery of nature-based solutions.