This chapter examines the spectrum of support for environmental education (EE), ranging from local, state, national to global initiatives and the social, political and economic conditions conducive to its development. Foundational principles for EE are established—with ambiguities, initial ad hoc approaches and efforts at form and function discussed. Highlighted are international efforts, including United Nations Conferences and programs, and key national initiatives like the Australian Academy of Science’s Education and the Environmental Crisis Conference (1970) and the Australian Curriculum Development Centre’s (CDC) EE focus. These initiatives along with the creation of the Australian Association for EE (AAEE) in 1980 lay crucial groundwork for organised advocacy. In NSW, progress in advocacy and educational bureaucracies demonstrates how local initiatives supported broader national goals. The concept of educating the whole child—head, heart, and hand—is discussed, although opposition from some sectors hindered progressive education efforts. EE advocates advanced environmental studies in Field Study Centres (FSCs). The Gould League of NSW and its Advisory Service provided EE resourcing. The chapter concludes with the establishment of the Association for EE (NSW)[1972], underscoring its pivotal role in promoting EE at both local and state levels, thus securing its significance within the broader educational framework.