Environmental literacy, along with responsible environmental behavior, is often the stated goal
of environmental education (Todt, 1995). That being said, it is essential that teachers be
environmentally literate. However, most American adults are not very environmentally literate.
For example, The NEETF/Roper National Report Card (NEETF 1997) gave two out of three
American adults failing grades on pollution knowledge (Manci, Carr, & Morrone, 1999). How
can we expect our current community of educators to pass on this critical knowledge to the next
generation if they themselves are illiterate? While the answer is simple: incorporate
environmental education into all levels of learning, the implementation is complex. It requires an
education of the educators, not only in ecological concepts, but in sustainable development and
action methodology as well.