This article addresses the questions of what the current state of environmental education (EE) is in China's College English context and how it can be improved. It does this by examining the perceptions of the College English teachers concerning the practice of linking language and environment learning. A questionnaire survey was conducted with 45 College English teachers from six provinces in China. Eight teachers from two provinces were interviewed. Based on the qualitative analysis of these teachers' reported perceptions, this study has highlighted the importance of personal and administration factors, resource and policy support, and curriculum change in affecting teachers' receptivity to EE in College English. The findings have practical implications for the integration of EE into China's College English. (Contains 1 table and 5 figures.)