Scholars have advocated for more environmental education (EE) within elementary preservice teacher education through science methods courses as elementary preservice teachers have consistently demonstrated limited environmental literacy. This is critical as environmental issues continue to threaten our world, preservice teachers must demonstrate the environmental literacy needed to teach our youngest students about the impacts of these problems on communities. The goal of this qualitative case study was to explore how four preservice teachers who engaged in a semester of EE demonstrated environmental literacy and reflected on instructional practices that aligned with the Ambitious Science Teaching instructional framework that was implemented during the science methods course. In-depth interviews with four preservice teachers, along with an analysis of their written work during the semester, revealed that they drew on their own funds of knowledge to demonstrate knowledge and a sense of concern about environmental issues and the impact they have on communities in different ways. However, preservice teachers mainly showed individualistic ideas about these problems and were reluctant to take action within the community to address them. This research also suggests future instructional approaches to strengthen preservice teachers' environmental literacy to best prepare them to engage their future elementary students in EE, helping our youngest learners understand more about the world around them. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]