Educational inquirers and philosophers have for many centuries investigated into the theory of value which is paramount in education and environment. The values which benefit the individual are personal while those which promote the knowledge and skills of individuals for economic and social well-being of society care said to have public values. In environmental education, the values are of public good. Therefore, education has axiological significance to the extent that its aims and objectives are directed toward the development of attitudes, knowledge, skills, and understanding for participation in environmental preservation. To this end, the axiological assumptions, perceptions and issues which underlie the study of environmental education for sustainable development is the subject of this paper.