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This research has been conducted to examine whether the knowledge, the conceptions and the attitudes of Primary Education teachers of Eastern Thessaloniki about Environmental matters and Climate change, affect their decision to deal with Environmental Education. Furthermore, the ways they were informed about these issues are questioned since there has not been general mandatory retraining of the educationists. The paper consists from two parts: theory and research. The first part is divided in 4 chapters and is a bibliographical review of old and recent resources. The 1st Chapter approaches the major Environmental issues, while the 2nd Chapter focuses on the causes and the impacts of Climate Change. The 3rd Chapter is about the history of Environmental Education, and its evolution to Education for Sustainable Development (ESD) and the 4th Chapter attempts to analyze how Perceptions, Attitudes and Pro-environmental behaviours are being formed. The second part is divided in two chapters and it’s about the actual research which has been done with the use of a questionnaire. The 5th Chapter analyze the aim and all the methodology that has been followed for this research while the 6th Chapter presents the descriptive statistical analysis of the data obtained, the conclusions and the proposals. The results showed that the majority of teachers are interested in Environmental issues, they have a lot of knowledge on them, but they have shortcomings, especially in the areas of Climate Change. At the same time, they have adopted pro-environmentally attitudes for the benefit of the planet, but mainly those that do not require special costs: financial, effort or comfort. Furthermore the research has highlighted the significant positive impact that training in Environmental Education has on teachers, both in their attitudes and perceptions, as well as in the implementation of relevant programs, therefor it is essential that all teachers be educated. Similar researches from the past that indicate the difficulties the educators face view to the strict timetable and the lack of teaching time have been confirmed