The environment is the physical, biological, social, cultural, and natural environment in which all living things live and interact. With the acceleration of globalization, the decrease in biological diversity has revealed or accelerated various environmental problems such as air, water, and soil pollution, sea and ocean pollution, depletion of natural resources, reduction of forests, desertification, and climate change. All environmental problems are interconnected and all of them are humaninduced. Environmental problems are increasing and continuing as a result of conscious or unconscious human activities. For the solution of environmental problems, human-based behaviors and activities are needed. The main factor that can be used in solving environmental problems is education. Especially with environmental awareness to be gained at an early age, important contributions can be made to the solution of environmental problems. Environmental education is defined as developing environmental awareness in society, raising environmentally sensitive individuals, protecting natural, historical, and cultural values, actively participating in environmental activities, and taking part in the solution of environmental problems. In other words, environmental education is the process of developing knowledge, skills, values , and attitudes for the protection of the environment. Environmental education is used at all levels, from pre-school to higher education. However, it is more important to start environmental education at an early age. Because the knowledge, skills, values , and attitudes gained in the pre-school and primary school period make the environmental sensitivity of individuals permanent. In this context, the research aims to determine the opinions and thoughts of preschool and primary school teachers about environmental education and their practices in the learning-teaching process. Phenomenology, one of the qualitative research methods, was used in the study. Phenomenological studies aim to understand and make sense of the experiences of individuals who experience a particular phenomenon. The study group of the research consists of 30 teachers, 15 of whom are pre-school and 15 of whom are classroom teachers, working in kindergarten and primary school institutions affiliated to Kayseri Provincial Directorate of National Education. The snowball sampling method was used to determine the study group. In the research, interviews, which are the most useful data collection tool, were used to understand the experiences and thoughts of individuals about a phenomenon. The interviews were conducted through two semistructured interview forms consisting of open-ended questions prepared separately for preschool and classroom teachers. The interviews were audio-recorded and analyzed by translating. The data were analyzed with descriptive analysis, which is one of the qualitative data analysis techniques. Within the scope of persuasiveness in the research, the codes and themes were reviewed separately by each author, and the finalization of the themes was carried out under the responsibility of the third author. The themes were interpreted with a holistic description and explained with direct quotations from the participants. As a result of the research, it was determined that the participants did not benefit enough from environmental education in the learning-teaching processes, but preschool teachers benefited more than classroom teachers. Based on the findings of the research, suggestions were made to teachers and policymakers regarding the use of environmental education in pre-school and primary school. This research was supported by TÜBİTAK BIDEB with application number 1919B012000409.