This report contains a study done at the request of the Wisconsin Policy Research Institute, which studies public policy issues affecting the state of Wisconsin. Environmental education texts for Grades 6 through 10 were examined for scientific and economic accuracy, objectivity, and balance in accomplishing the following: 1) stating facts that are generally agreed upon by scientists in the field; 2) explaining the difficulties and complexities of scientific research methodologies; and 3) explaining differing conclusions and theories among scientists. Textbooks surveyed came from the disciplines of science, geography, and health, the focus being on the key environmental issues of population growth, natural resources, American forests, rain forests, endangered species, global warming, ozone depletion, acid rain, solid waste, and recycling. Twelve Wisconsin school districts were selected at random to give a representative sample of the student population in the state. Findings indicate that the environmental education of Wisconsin students is marked by a consistently pessimistic view of the future. Such a worldview short-circuits thinking and leads students to accept as fact ideas that are still being debated within the scientific and economic communities. To fulfill its mandate, environmental education should provide a balanced presentation of scientific and economic thought about environmental issues. In addition, students should understand that if economic growth and technology adversely impact the natural world, they also produce benefits for both humans and nature. (PVD)