Although the global call for environmental education is persistent, on a local or regional level, this call can be confronted by educational policies that drive environmental education out of the curriculum. This paper reports on a qualitative case study of the factors contributing to the sustainability of three teacher-driven integrated curriculum programs (ICPs). Four key factors were identified: financial self-sufficiency and physical isolation (program separation); and visibility of teachers in the school and support from a broad network of allies (political connection). This paper suggests that ICPs can be further supported by fostering pedagogical kinships and expanding counter-praxis discourse. The paper also highlights the importance of "ground-up" programs in sustaining environmental education in periods of educational conservatism. (Contains 3 notes and 1 table.)