This study assessed the level of scientific and natural resource knowledge that 4th, 8th, and 11th grade students in Maine possessed concerning acidic deposition. A representative sample of public school students (n=175) was interviewed on 12 concept principles considered critical to a full understanding of the acidic deposition problem. These included geological, meteorological, ecological, political, and economic concepts. Student knowledge was rated for each concept principle on a scale of complete, high partial, low partial, or no understanding. Common misconceptions were also noted. Generalized correct concept statements of current student knowledge was reported as well as generalized missing concepts. The results suggest some implications for teaching about acidic deposition and the design of environmental education curriculum materials based upon student knowledge. Ways that can help teachers better teach students about current environmental problems and thus help learners gain an appreciation for the complex and multidisciplinary nature of science and the environment are discussed. (Author/TW)