This paper describes a research that came about as a result of several converging factors in Ontario: a resurgence of interest in environmental and outdoor education (including outdoor education (OE) centres); recent publications supporting environmental and outdoor education; and curriculum revisions across subject areas that include environmental education (EE) outcomes. Despite the surge of interest in EE, a variety of theoretical perspectives on the subject, and the growing abundance of teaching resources, it is still unclear how EE is being enacted in classrooms. As far back as 1996, Hart identified the lack of existing empirical studies tracking teachers' views and pedagogical practices of EE. A search of academic literature more than a decade later revealed little change. The authors were unable to find any substantial studies mapping Ontario teachers' knowledge, views and practice of EE or its link to OE. This study was designed in response to this gap, to act as a baseline study of environmental and outdoor education in Ontario. (Contains 1 table, 4 figures and 2 notes.)