In conjunction with a literature review, 100 recognized leaders in environmental education and related fields were surveyed via a mail questionnaire for purposes of determining the knowledge and skill concepts deemed necessary for outdoor/environmental education teachers at both the elementary and secondary levels. The survey elicited a 67% response to five questions re: environmental education; program emphasis; course requirements; teacher in-service training; knowledge and skill competency levels; and the general state of teacher preparation programs. Results indicated that undergraduate programs for outdoor educators should include: one or two environmental education courses; an adequate understanding of the biological sciences (biology, botany, history, and philosophy) and environmental and conservation education concepts, history, and philosophy; an integrated or interdisciplinary approach to courses in biology, history, geography, political science, and natural resources; greater emphasis upon elementary teacher preparation curricula. At the graduate level, results indicated teachers needed: a minimum of 30 hours of approved courses; 6 hours of professional education courses; a B average; a 6-year limit on the master's degree; a thesis or research project; specialization in outdoor education and conservation, environmental education studies/problems, or social studies; and field work in various courses. (JC)