Environmental educators often maintain that elementary education should work to improve and protect the environment by producing environmentally informed, committed, and active citizens. However, research shows that implementation of environmental education in elementary schools is problematic and not very successful. This paper identifies a perceived gap with the field of environmental education research and literature. It focuses on the characteristic knowledge of Australian elementary school teachers about environmental education. A combined-methods approach utilizing both qualitative and quantitative methods was applied to investigate teachers' knowledge. Study findings indicate that Queensland elementary school teachers have varying levels of commitment to and little knowledge of environmental education concepts, theories, and teaching approaches. These teachers tend to dismiss the importance of knowledge, preferring to focus on attitudes and values in the teaching of environmental education. Such levels of environmental literacy are inadequate to ensure the development of environmentally literate students who become environmentally literate citizens. (Contains 108 references.) (SM)