This study examined teachers' dispositions toward and choices to teach ocean science using a survey design. A sample of 89 in-service K-8 teachers in the United States reported their (1) feelings of preparedness to teach about ocean literacy and (2) attitudes toward ocean science on three measures. Results of multiple linear regression showed that teachers' dispositions significantly predicted frequency of teaching ocean literacy. Findings indicated that teachers' curriculum decision-making likely reflects feelings of preparedness to teach and attitudes regarding particular topics. Implications for elementary science teacher preparation and professional development are discussed.