Awareness of the need for early environmental education among elementary age children led to this study conducted among 4th, 5th, and 6th grade teachers in selected Nebraska schools. Objectives included the collection of information regarding environmental subjects being taught, comparison of urban and rural program contents, evaluation of curriculum sources, determination of types of teacher training, and comfort level of teachers as they presented environmental material. Information was obtained through a mailed survey distributed to 57 urban and 81 rural teachers. Results from 79 usable surveys showed some significant differences among components taught in urban and rural areas. However, the study revealed that some components of environmental education were more likely to be taught by both urban and rural respondents (e.g., recycling, water pollution, oceans, and endangered species) than others, demonstrating a lack of comprehensive environmental education programs. Rural elementary teachers reported teaching some environmental topics (e.g., hydrologic cycle, rainforests, global warming) significantly more frequently than urban elementary teachers. Most respondents relied on sources obtained personally or from their school. About one-half of the surveyed teachers had participated in formal educational training, while onehalf were comfortable with the subject area. Some subjects received a great deal of attention in the elementary classroom, and others were glossed over or skipped entirely. Teachers may select environmental science topics for study because of the availability of sources or their own instructional training or comfort level.