Energy issues have been the focus of scientists, science educators, politicians, historians, sociologists, and economists since the increase in fuel costs, passing of federal regulations on oil prices, changes in automobile standards, and increase in conservation measures. Many feel that educators have the responsibility of designing energy education for children and adults so that they will become energy literate. This study investigated the impact of two summer energy education workshops on the participants and the impact of the local inservice workshops conducted by the participants on the peer teachers. The study examined the following questions: (1) what were the characteristics of the workshop Department of Energy (DOE) participants (N=50) and peer teachers (N=29); (2) what effect did the workshops have on the participants; (3) what effect did the local inservice have on peer teachers; and (4) what were the similiarities and differences between the participants and their peer teachers? It was found that the participants included significantly more energy education topics in their school curriculum and used significantly more business or industry produced energy education materials and self-produced units than the peer teachers. The appendices include schedules of the energy workshops, demographic information about the participants, cover letters and survey instruments, and approaches utilized for incorporating energy education into the school curriculum. (RT)