Environmentally conscious science education is of great importance due to dramatic anthropogenic effects on the environment. The World Health Organization reports 25% of children deaths, ages five and under, are the direct result of pollution (Osseiran & Chirscaden, 2017). Anthropogenic climate change has resulted in the higher severity and frequency of storms. The damage from Hurricane Michael caused $8+ billion in damages to Florida excluding flood damage (Associated Press, 2018). Despite overwhelming scientific consensus, anthropogenic environmental issues, especially global climate change, the topic is still politically debated (Oreskes, 2004). The National Science Teachers' Association released a study, in which they find science teachers feel uncomfortable teaching politically contentious material without a scientist present (NSTA, 2017). Melillo, Richmond, and Yohe (2014) report that "because environmental, cultural, and socioeconomic systems are tightly coupled, climate change impacts can either be amplified or reduced by cultural and socioeconomic decisions" (p.5). UNESCO's Global Education Monitoring Report states "increased educational attainment helps transform lives by reducing poverty, improving health outcomes, advancing technology and increasing social cohesion. It can also enable individuals to better cope with, and reduce their vulnerability to, the dangers associated with climate change" (UNESCO, 2016, p.10). There have been a few case studies which support these assertions. Schools have been able to make substantial environmental changes through collective community engagement (Howley et al., 2011; McNeal et al., 2017; Schelly et al., 2012). While these case studies represent the limited research regarding environmental science teachers, there is little to no research on EPD and how teachers choose to expand their environmental science knowledge. McNeal et al., interviewed middle school science teachers who actively taught issues surrounding anthropogenic environmental issues -- most often anthropogenic global climate change (2017). In this study, McNeal et al. found that teachers were most influenced by direct experiences with environmental issues. This study will focus on teachers who have actively chosen environmental professional development (EPD) programs, in an attempt to ascertain more in-depth information about the reasons teachers have to take EPD and if/how it changes classroom instruction. This qualitative case study had eight participants from across the United States. The participants all taught advanced placement environmental science within the last two years and had taken EPD within the last two years. The results from the study indicate that participants attended EPD for access to resources such as lesson plans, scientific data, and interaction with scientists. The participants also indicated that EPD was an effective use of their time based on their ability to collaborate with other teachers and experts. The community interaction was also beneficial for support throughout the school year, particularly while implementing new curricular material obtained during the EPD. The EPD programs also helped participants recognize the importance of addressing pressing environmental issues in the classroom. [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.]