This paper argues the merits of including the topic of classroom psychosocial environment in the curriculum of science teacher education programs, on the assumption that having a positive classroom environment is an educationally desirable end in its own right. Discussions focus on the potential of the classroom environment as a way of: (1) sensitizing preservice teachers to subtle but important aspects of classroom life; (2) illustrating the environment's usefulness in curriculum evaluation; and (3) facilitating practical improvements in classrooms. Given the ready availability of instruments, the salience of classroom environment, the impact of classroom environment on student outcomes, and the potential of environmental assessments in guiding educational improvement, it seems crucial that researchers and teachers begin to include classroom environment instruments as part of the batteries of measures used in school evaluations and school effectiveness studies. (JN)