This study examined four teacher in-service environmental education programs to: (1) suggest a workable evaluative model for such programs; (2) assess their content with respect to stated activities and objectives; and (3) determine whether or not the experiences correlated with changes in selected teaching behaviors. The research design included observation, a descriptive survey, and ex post facto methods. An experimental group, comprised of in-service participants, and a control group, made up of two sub-groups of teachers, completed pre- and post- questionnaires. Principals of all research subjects also received questionnaires. A significant discrepancy was found, using ANOVA, in what the teachers and the principals reported administrators' attitudes toward environmental education to be. Correlated t-tests showed significant increases from pre- to post-study in (1) the amount of time the experimental subjects spent teaching environmental education, and (2) the number who took environmentally-oriented field trips. Pearson product-moment correlations indicated that the more teachers had been exposed to environmental education in-service programs, the more time they spent on environmental lessons in their classrooms. Strong positive correlations were also found between attitudes and behaviors with respect to three pairs of variables. There were varying degrees of success among the four programs in completion of the activities originally intended by the in-service leaders. (Author/BB)