Environmental Education (EE) is intended to be interdisciplinary and supplemental throughout the K-12 curriculum. However, because EE is not confined to one subject area the professional preparation in EE for preservice teachers becomes complex. The National Science Education Standards (NRC, 1996) and the Guidelines for the Initial Preparation of Environmental Educators (NAAEE, 2000) guide how preservice teachers should be prepared to implement EE. Pedagogical content knowledge (PCK) is as important in EE methods as it is with any other subject area. The complexity of environmental issues introduced throughout the K-12 curriculum demands a strong science-content base. Consequently, teacher preparation in EE involves a dual pedagogical challenge that requires addressing social change and the ability of teachers to become reflective practitioners. A mentoring program at Central Michigan University for preservice teacher preparation in EE is presented within this chapter. Recommendations for professional preparation of preservice teachers in EE are included.