This article describes a yearlong, qualitative study that involved an action-inquiry group of 5 elementary school teachers who collaborated on the incorporation of a multiple perspectives approach to environmental issues into their teaching. The teachers used children's literature to discuss different perspectives on diverse viewpoints on environmental issues. The benefits to young students included increased and more accurate use of environmental vocabulary and greater opportunities for using critical thinking skills. The project also demonstrated a professional development process that could influence teacher attitudes and practice in important ways.