As Environmental Education (EE) is one of the most important subjects in the field of education that need further investigation, the current study explores one issue related to EE Teachers' beliefs about EE are the subject addressed in this research, with a focus on four different variables related to their beliefs about: their understanding of EE, their experiences with EE, EE as offered in the Kingdom of Saudi Arabia (KSA), the ideal EE program. Many studies have confirmed the role EE plays in developing students' cognitive skills, critical thinking, awareness, and motivation towards maintaining the environment (Osman & Meerah, 2010; Al-Otaibi, 2014; Volk & Cheak, 2003; Powers, 2004; Eames & Birdsall, 2019). Therefore, it seems to be important to explore what teachers think about EE as an academic content in many subjects taught in Saudi elementary schools. To analyze the answers to the main question raised in this dissertation (MRQ) and the four sub-research questions (SRQ1, SRQ2, SRQ3, and SRQ4) related to its four variables, a questionnaire was first developed. The questionnaire was used to collect data from male teachers of boys' elementary schools in Qurtuba district, Riyadh, KSA. In the analysis of the data descriptive statistics were used, and the data are analyzed numerically using SPSS. The data was analyzed through the calculation of percentages, means, and standard deviations as well as through thematic analysis for the open-ended questions. The analysis reveals that teachers have different beliefs depending on the variable and the question proposed. However, they in general strongly agreed about their beliefs about an ideal EE with both a high percentage (94.1%) and mean (M = 1.61). Teachers also agreed that they believed they understand EE, with a general mean of (M= 1.75). While they also mostly agreed about their beliefs about their experience with EE, the mean here decreased to (M= 2.14). The mean of their beliefs about EE as offered in KSA education was (M =2.15). At the same time, the open-ended questions reveal that teachers have more than one answer for any of the four questions. This shows the different options they suggest for an EE to be ideal, effective, and vital in the KSA educational system. The Pearson Correlation Coefficient test reveals that there was only one strong positive correlation, between teachers' beliefs about their experiences with EE and teachers' beliefs about an ideal EE: (r = +0.96) a very high degree, especially compared to the lack of correlation between other variables, where the degrees range from (r = -0.02), (r = -0.07), (r = -0.19), (r = -0.23) to (r = -0.41); these degrees are all low negative. [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/en-US/products/dissertations/individuals.shtml.]