Environmental education is mandatory in the New South Wales, Australian curriculum and yet the research to date shows that while some teachers include environmental education in their programs, many do not. It is argued in this paper that the problems in environmental education require research for their solution. This paper intends to make a contribution to such research and thereby contribute to an improvement in the teaching and learning of environmental education. This paper reports on one teacher's self-study of teaching practices as informed by students involved in teacher education and by these students' experiences in the classroom. The paper discusses theories were tested and eventually used to build a more adequate theory. It explains how initially a socially critical theory was adopted as the preferred theory to solve problems identified, but that during the course of the study it was realized that while socially critical theory was useful in identifying problems it did not provide solutions to the problems. To this end the paper discusses the adoption of a problem-based methodology (Robinson, 1993) which provides both a research methodology to investigate practice and intervention strategies to assist teachers in solving their professional problems. (Author/MA)