As a discipline, environmental education (EE) has been criticized for lacking empirical evidence on the behavioral outcomes of its programs. While the behavioral outcomes of EE activities are often associated with the youth learner, teachers are one target audience of EE training programs who have received increasing attention with regards to behavior change. Previous research has identified numerous barriers to teaching EE in the classroom. Barriers include a lack of natural spaces to conduct EE activities, little administrative support, limited time, and lack of teacher comfort and confidence with science. The purpose of this qualitative case study was to understand how Trinity School's culture has influenced EE integration. A number of domains emerged from the data regarding characteristics of the school which have influenced EE integration, including: administration, freedom in curriculum and exploration, and collaboration among teachers. A series of domains also emerged regarding barriers to teaching EE, including: comfort, lack of time, lack of interest among teachers, politics, and dangers and safety concerns.