The purpose of this thesis is to investigate the how as an art educator I can incorporate environmentalism into my art lessons without furthering ecoanxiety in my elementary classroom. Through looking into the many years of research behind the field of eco-art education I found that there were many teachers already finding ways to make their classrooms environmentally conscious. I chose to further explore this topic through the medium of illustrated children’s literature in an attempt to uncover new ways to address environmentalism in the classroom without causing further harm to student mental health. Through the process of writing and illustrating a story about young environmentalists, I made personal discoveries about myself as an artists and teacher, and developed my identity as an eco-art educator.