Environmental Education (EE) has an overall goal of fostering eco-literate citizens who are capable of building a more sustainable planet (North American Association for Environmental Education, 2019). While EE is associated with a plethora of benefits, it is still not widely implemented in the field of education due to the many types of barriers as well as the complexity of EE content knowledge and skills. Professional Development (PD) in EE may be a viable way to increase effective implementation of EE, yet PD in EE is not widely attended or offered. It is, therefore, imperative that PD programs are designed in a way that will maximize the benefits for participants. This mixed methods case study examined the experiences of K-5 educators who attended a one-day, Everglades Literacy Teacher Training Workshop in order to understand the effective components of the workshop, changes in teacher content knowledge and self-efficacy, and experiences of teachers after the implementation of the Everglades literacy curriculum in their classrooms. By attending the constructivist-driven EE PD, teachers reported a high level of motivation and interest in implementing the Everglades literacy curriculum in their classroom (similar to findings obtained by Cotabish., 2007; Klein & Riordan, 2011; Moseley et al., 2010). The teachers reported possessing significantly higher levels of content knowledge, confidence, curriculum activities, materials, resources, and support to more effectively implement Everglades Literacy in their classrooms. Overall, teachers who implemented at least one lesson from the Everglades Literacy Toolkit also reported that the lessons were effective and had advanced students' understanding of the importance of the Everglades ecosystem. The findings of this study supports that PD can be a way for overcoming implementation barriers (similar to findings by Disinger, 2001). Participation in this study's EE PD also helped teacher participants become aware of the power of EE and in developing positive attitudes in terms of incorporating EE in their classrooms, which otherwise are challenges issues in EE PD (Ham & Sewing, 1988). This case study provides a new contemporary framework about critical components required for effective EE PD. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]