This ongoing case study reports on the research activities of the Canadian Environmental and Sustainability Education in Teacher Education (ESE-TE) Standing Committee. A history of the Standing Committee's research activities, a literature review comparing the Standing Committee's ESE-TE research with international approaches to ESE-TE research, the identification and prioritizing of the Standing Committee's future ESE-TE research agenda, and a model for developing a research agenda amongst Standing Committee ESE-TE stakeholders comprise the work. Recommended future research consists of redefining ESE; reviewing Canadian and international ESE-TE research literature; and examining potential Canadian and international ESE-TE research topics including: connecting the social and the ecological; teacher "identity" and "agency"; community-based ESE; teaching/student learning and belief systems; and challenges in applying research to practice.