The primary purposes of this study were to establish baseline data relating to the environmental knowledge and beliefs of 5th year secondary pupils in England and to examine relationships that might be of interest to teachers and curriculum developers in environmental education. Instruments were developed and pilot tested to assess environmental knowledge and beliefs. A sample of 500 secondary schools was randomly selected; usable responses were received from 383 schools (76.6%). In general, pupils responded poorly to factual items. Pupils demonstrated a greater understanding of environmental principles and concepts. Response patterns on the belief items indicated pupils had a moderately positive attitude toward the environment. Relationships between environmental knowledge, attitudes, and selected variables are included in the report. Recommendations for curriculum development and research are identified. (RH)