This qualitative study explored pre- service Geography teachers’ understanding of Environmental Education (EE) at Great Zimbabwe University in Masvingo. Kolb’s experiential learning theory framed this study, which embraced a descriptive case study design. Twentyyear two Pre-service Geography teachers (PSGTs) were purposively selected to participate in the study as they were enrolled for Geography modules. Data was generated via questionnaires and focus group interviews. The findings reveal PSGTs have 5 key understanding of EE, namely, EE teaches people to conserve natural resources for the benefit of present and future generation, EE develops understanding of the human interactions and trade-offs with the environment, EE develops understanding of the earth’s processes, EE develops knowledge of skills in Science and Geography and EE promotes safe sustainable interactions. The findings also highlight the learning pertaining to EE that occurred at each stage of Kolb’s learning cycle and thus recommends that PSGTs ought to be truly engaged in experiential learning, via field work, to develop a deep insight and understating of ecological systems and to disseminate knowledge to learners at school level. Therefore, the study recommends that teacher education institutions should develop the PSGTs subject matter knowledge as well pedagogical content knowledge among many of the knowledge bases that characterizes an environmentally literate teacher.

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