Abstract: This chapter attempts to consolidate the views of experts in the area of education for the environment in Israel regarding the SWOT of Education for Environmental Citizenship. Seven participants – academics, teachers, and professionals affiliated to government and non-government decision-making answered the questionnaire. While a clearer distinction is made between Education for Environmental Citizenship and science education, the difference between Education for Environmental Citizenship and other approaches of education for the environment (Environmental Education (EE), Education for Sustainable Development (ESD)) is a little blurred. This area of education is unanimously perceived to be advantageous from educational, personal, social and environmental perspectives. It is acknowledged as a relevant education connected to people’s lives that enables students to make personal meaning of what they learn, apply their learning to the real world and develop life skills. Since it combines cognitive learning with an emphasis on personal action, it may be more effective in narrowing the behavioural gap. Challenges originate from two major sources: internally-related and externally-related challenges. Internally-related challenges stem from its attributes, for example, the complexity of interdisciplinary education or achieving behavioural change, and externally related challenges result from the low status of this field in the educational system, leading to a cascade of issues ranging from classroom-level through teacher preparation up to bureaucratic. Improvements largely require change in top-down policy; national policy that acknowledges this area as essential and compulsory education will enable to respond to the cascade of challenges. The need to better connect this educational area to research is identified. Local trends (e.g. social, techno-logical, academic policy) that open opportunities are addressed.