Before the detection of ozone depletion in the 1970s, an environmental movement began throughout the nation based on an increasing awareness of air and water pollution, and "deaths as a result of work conditions". Since then, movements for sustainable environmental practices and human rights continue to gain momentum. All over the globe, educators are adopting pedagogies for sustainability and ecological intelligence as strategies for addressing environmental calamities. The environmental challenges being face are serious, and require ecological thinking and sustainability education at every level of learning. The focus of this article is to briefly discuss education in the following areas as they relate to the development of ecoliteracy: thinking patterns, sustainability, social justice, and cultural competence. The author will examine current literature regarding ecoliteracy as well as how special education teachers are working to develop ecoliterate students, and the implications for teacher educators to take action in preparing classroom teachers to educate for sustainability and ecoliteracy.