Education for Sustainable Development (ESD) is an educational imperative that requires supporting young learners in developing awareness about--and exploring--concepts, topics and vocabulary of significant importance in environmental education. Chawla (2009, "Journal of Developmental Processes," "4"(1), pp. 6-23) identified two factors that predicted pro-environment behaviours: (a) direct experience in nature and (b) second-hand learning such as through books and stories. By using carefully selected children's books that affirm and underscore children's relationships with nature, classroom teachers and programme leaders can support inquiry-based learning in a recurring and interrelated fashion. Additionally, a wide range of constructs and content embedded within the realm of environmental education can be explored through carefully selected children's reading materials.