English language teachers create contexts to teach grammar so that meaningful learning occurs. In this study, English grammar is contextualized through environmental peace education activities to raise students' awareness of global issues. Two sources provided data to evaluate the success of this instructional process. Fourth-year pre-service English language teachers (n = 50) learned about relevant classroom activities and evaluated their applicability in foreign language classrooms. Secondly, tenth-grade students (n = 46) completed these activities with pre-service teachers and then evaluated the overall learning process. The students were enrolled in the English language course offered in the second year of their four-year secondary school education. Pre-service ELT (English language teaching) teachers' evaluations were collected through 15 Likert-type questions. Tenth-grade students answered four structured, but open-ended questions. The quantitative data were analyzed using SPSS 13.5, and the qualitative data were studied through multiple readings of the data. The findings from this study indicate that learning English grammar in relation to environmental peace education is an effective strategy that can be used in foreign language teaching. (Contains 2 tables.)