While environmental problems are urgent in modern society, they are especially difficult to tackle because of their normative and politically controversial nature. Universities may choose different theoretical paradigms for the teaching of environmental problems. However, limited theoretical and/or practical analysis has been undertaken of the theoretical and normative paradigms underlying education on environmental problems. How do we know if educational approaches sufficiently equip students to deal with environmental issues? This article provides a taxonomy for mapping both environmental paradigms and learning outcomes, allowing for a thematic content analysis of the programs of a Dutch university that focuses on environmental problems. The main findings are that, while the course guides are overall highly internally coherent, there are disciplinary silos where the different disciplines teach from different paradigmatic presuppositions. Furthermore, the programs are very cognitive-centered, leaving little room for affective, social, and behavioral learning outcomes, despite the importance of these in higher education. This cognitive bias is relevant for all paradigmatic outlooks, but especially for the more mechanistically oriented paradigms. While understandable from the substance of these paradigms, multimodality in pedagogy and learning outcomes is needed for a comprehensive education.