This article presents a review of current research used to shape and guide an investigation into the nature of the influence of children as agents of intergenerational learning in environmental studies. Five children and their mothers were interviewed regarding their views about children's influences on parent and family eco-knowledge and behavior. Four of the five children and four of the five parents interviewed referred to positive child-to-adult influence. Use of effective communication strategies and examples of new knowledge and action were cited as evidence of influence. Approaches to support intergenerational learning are discussed and areas for future research are identified.