Students are currently exposed to world environmental problems--including global warming and the greenhouse effect--in science classes at various points during their K-12 and college experience. However, the amount and depth of explosure to these issues can be quite variable. Students are also exposed to sources of misinformation leading to misunderstanding and confusion. This study focuses on the idea that some student misconceptions may arise from incorrect understandings passed along by teachers. A questionnaire about the greenhouse effect was administered to 330 college students at a regional university from the colleges of Education, Pure and Applied Sciences, Pharmacy and Health Sciences, and Liberal Arts. Only juniors or seniors were selected to ensure that a substantial portion of their science coursework had been completed. Analysis of college assignment found that science majors scored higher than education majors and there were no other significant differences between the colleges. No significant differences were found between elementary education students and other education majors (excluding the science education majors). Future research needs to examine teaching approaches that best promote solid understanding of these complex issues. The Environmental Issues Questionnaire is included as an appendix. (PVD)