This paper discusses the rise and fall of energy education, justifies the commitment to achieve the goals of energy education, and suggests some strategies for accomplishing this objective. The rise of energy education is first discussed. Energy is not a newcomer to the K-12 school instructional program. Energy sources, forms, states, and uses have traditionally been part of the science curriculum at all grade levels. Social studies classes have always discussed energy in many contexts. The events of the 1960s and mid 1970s caused a shift in the way we wished to deal with energy in the schools. It evolved from a multi faceted area of interest to a complex area of concern. In the late 1970s many programs were begun by federal, state, and local educators demonstrating their commitment to create an energy literate society. The paper then goes on to discuss the four major reasons for the falling off of interest in energy education: pervasive sense of complacency; change in political ideology; fiscal constriction; and shift in educational priorities. The next section of the paper discusses why energy education is still important. Suggestions for promoting energy education in the classroom include becoming energy literate, maintaining a long-range perspective, not falling victim to a crisis mentality, and participating in the political process. The paper concludes with five guidelines for implementing energy education. (Author/RM)