Attention to the classroom environment has always been a concern of early educators who recognize that the context in which children live is a critical aspect of their learning. And while the term environment is frequently used in early education discussions, it is an incredibly complex term. It might refer to the physical space, in terms of health and safety, aesthetics, or arrangement of equipment and materials. Or it could refer to the organization of time and materials in terms of learning centers or projects. It also could refer to the types of guidance and teacher-child interactions that are fostered. Whether it is physical or emotional, structural or indirect, environments are powerful tools for early childhood educators. In this session, scholar-practitioners present research on early childhood learning environments, exploring how the environment has been constructed in the preparation of teachers over time, how preservice teachers conceptualize environments, how modifying in the outdoor environment changes child activity, how practicing teachers make standard EC equipment their own through classroom design, and how learning environments for adults must be considered in professional development. Prior to the session each speaker will provide the other researchers with a copy of her paper. At the session, each speaker will present her project. This will be followed by a cross project discussion among presenters, leading into a discussion with the audience.