Research was conducted involving a three-day workshop model. The first day of the workshop involves a session on a college campus for science teachers and social studies teachers and students for the purpose of developing understanding of environmental problems. The second day is conducted at the high school; teachers and students who attended the first session act as discussion leaders for larger groups of students. The third phase consists of a return to the campus of the original group of teachers and students to review data collected on an environmental problem identified in the high school session. This report evaluates the effectiveness of the workshops in producing changes in students participating in the workshops and in the curricula of schools sending participants to the workshops. (RE)