During the fall of 1998 to summer of 1999, the Survey Research Center at the University of Maryland (SRC) conducted a nationwide mail survey of K-12 school teachers. The primary objective of this study was to gather information on how education about the environment is conducted in the classroom. An additional goal was to estimate what proportion of all K-12 school teachers include education about the environment in their instruction. The study was sponsored by the North American Association for Environmental Education (NAAEE) and the Environmental Literacy Council (ELC), in partnership with the National Environmental Education and Training Foundation. The sponsors were interested in the following research questions: Who is teaching environmental topics in the classroom, in terms of type of teacher, grade level, and subject? Are environmental topics taught as separate courses or are they infused into various subjects? How much time do teachers spend teaching about the environment? How do teachers find materials to use in teaching about the environment? What materials do they use and what do they look for in environmental materials? Is pre-service and in-service environment-related teacher training provided? If so, by whom? To what extent is education about the environment encouraged by local school districts? What goals do teachers hope to accomplish by teaching about the environment? This report is organized as follows: (1) Background data on all 1,505 respondents versus the 920 respondents who teach environmental topics, including grades taught, years of teaching, teaching context described in terms of students and subjects, and regional distribution; (2) The largest section of the report describes 920 respondents who teach environmental topics (61.1% of all respondents); The data include specific environmental topics that are taught, sources of materials, suppliers from which materials are obtained, satisfaction with materials, methods of teaching environmental topics, support by school or district, and training (environmental courses/workshops) for teachers; (3) Reasons for teaching and not teaching environmental topics; and (4) Main conclusions and limitations of the study. The survey questionnaire is included as an appendix. (MM)