The crisis of the environment has pushed Taiwan to formulate The Environmental Education Act in 2010, making environmental education one of the major issues in school education. In the past, teacher training colleges and teachers’ training courses rarely offered environmental education. Inadequate teacher capacity is often one of the obstacles for promoting environmental education in schools. Many countries are actively instituting environmental education courses in the program of teacher training in recent years, including Taiwan, but one of the major barriers is teachers’ insufficient ability for implementing environmental education in campus. This study was conducted during 2016 and 2017 in a practice-based environmental education course for pre-service teachers. Twenty-seven and thirty-one students took the course in the two years, respectively. The goal is to explore students’ learning process and results through questionnaires, class observations, and assignments. The results of the questionnaire show that students’ environmental literacy scores have increased, but it is still difficult for students to be aware of an environmental issue and to identify the relevant concepts from their daily living place for curriculum design. The students need many examples from the instructors to assist in clarifying the content of six categories of environmental education programs. The study found that the specific major and education courses students took influence their teaching efficacy at transcribing environmental content to environmental activities.
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