Water-resource scientists have become increasingly concerned about global water quality and quantity issues. Water and watershed education are now mandated topics for school-aged youth. Pennsylvania teachers lack consistent and accessible curricula to teach students about water quality and quantity. A mail survey administered in 2004 determined what curricula teachers use, how they use it, and their confidence in teaching about watersheds. The authors empirically tested a conceptual model of curricular behavior using survey data from science teachers across Pennsylvania. The analysis revealed that gender, age, classroom confidence, and self-efficacy significantly influenced teachers' curricular behavior. The authors discuss implications for curriculum developers, state agencies, and conservation organizations. (Contains 3 tables, 1 figure and 1 note.)