The world today faces enormous challenges on the environmental front. Schools may be part of the problem as they use enormous amounts of energy, create thousands of tons of waste, and often operate in less than ideal environments, all of which may negatively impact the health and welfare of students. Some environmental educators and researchers suggest that with more education, a better commitment to the world's environmental problems, and investment in our next generation of leaders, these issues could be reduced or solved. These educators and researchers believe that early exposure to environmental awareness, along with responsible action and healthier classroom environments, influence young people's beliefs, values, and behavioral patterns. These school leaders also suggest that by incorporating an appropriate learning theory and reaching out to new initiatives, improvements are possible. Green schools are one way of providing for the wellbeing of students, while better preparing them with the skills and attitudes needed for 21st century environmental challenges. Others, however, are not so sure, and believe green school benefits may be overstated, with risks outweighing the benefits. There is ample evidence of green schools' economic advantages and improvements to students. However, evidence of educational benefits is somewhat limited, as more research is still needed. This single holistic case study was proposed to examine the impact of greening efforts at a local school through examination of teacher perceptions and teachers' views of student performance. The data collection method for this qualitative study consisted of qualitative opinion surveys, individual stakeholder interviews, and focus group discussions, along with an examination of archival records. The approach to analysis included reviewing the range of responses, identifying common themes and trends, looking for differences in the data, and developing conclusions based on triangulation of the data. The findings clearly indicated that teachers and staff have been positively impacted by the school's eight year environmental journey; however, whether or not students have been positively influenced could not be determined. This research is important because it addresses a major concern all school leaders face in deciding if "greening" is the right thing to do for their school. [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.]