This study examines the effect of technology supported guided inquiry environmental education (TsGIEE) on preservice science teachers' attitudes towards sustainable environment (AtSE), environmental education self-efficacy (EESE) and digital literacy (DL). Embedded design from mixed research method was preferred in the study. 33 (20 female-13 male) fourth grade preservice science teachers participated in the study. A significant difference was found between the pre-test and post-test scores obtained from the overall scale of EESE. In addition, a significant difference was found between the scores obtained from the content knowledge (CK) and instructional strategies (IS) sub-dimensions of the EESE in favor of the post-test. Moreover, a significant difference in favor of the post-test was found between the scores obtained from the overall AtES scale and the use of environmental resources (UER) sub-dimension. There was no significant difference between the scores obtained from the general and sub-dimensions of the digital literacy (DL) scale. When the qualitative data were analyzed, the participants produced metaphors in the category of raising environmental awareness the most regarding TsGIEE. In addition, the participants emphasized that the applications contained informative and useful information and that they gained competence in teaching environmental issues thanks to these applications. Within the framework of the findings obtained, it is recommended to organize technology-supported guided inquiry learning environments in environmental education.