Learning to teach environmental concepts within the context of a school subject needs understanding as well as chances for practice and reflection. To what extent a teacher can effectively bring environmental education into the classroom depends very much on the training he receives, whether it is pre-service or in-service. To the majority, the initial training may affect the rest of their days in the profession. Thus the intention of the study was to unearth out the perceptions of student teachers about the teaching of infused environmental concepts through the respective subjects which they are supposed to teach. The study explores student teachers’ understanding of Environmental education (EE), incorporation of EE concepts into lesson planning, teaching of Environmental education in depth, difficulties in teaching infused EE concepts, knowledge of different EE dimensions, training needs and perception about themselves as future EE teachers. The study also included a qualitative content analysis of the syllabus for EE at teacher education level to determine how far it endows the student teachers to teach the environmental concepts as a cross-curricular theme. To address these concerns, the study employed a mixed method where both quantitative and qualitative data were collected concurrently through a questionnaire from two units (N=98) of prospective teachers doing the two year B.Ed. course under University of Kerala. The findings of the study revealed that a great percentage of the student teachers specified that their preparation did not equip them to teach EE effectively as future environmental educators. The study has implications for the concerns of both teacher educators and student teachers in order to recover their understanding of teaching of EE concepts in a cross-curricular framework