This study assessed the effects of an environmental education (EE) course on college students' responsible environmental behavior and associated environmental literacy variables. This undergraduate course emphasized issue investigating-evaluation and action training. A nonequivalent control group design was used. The results of this study showed that the course significantly promoted the students' responsible environmental behavior, locus of control, environmental responsibility, intention to act, perceived knowledge of environmental issues, and perceived knowledge of and skills in using environmental action strategies. These effects were still maintained 2 months after the conclusion of the course. Implications for program development and instructional practice are presented, and recommendations for further research are provided.