What skills and dispositions are needed by the high school graduate so that she or he can use knowledge and tools from environmental science to be effective decision makers and citizens? What are the pathways from elementary school through high school that might help develop this key facet of environmental science literacy? These questions are being addressed in the full richness of cultural relevance across our diverse nation in an NSF-supported project taking place at 4 LTER sites (SGS, KBS, SBC, BES) and a number of other sites in the US.