This research project explores the relevance of environmental education and the needs of Australian ethnic minorities regarding access to this social resource. Theoretically, environmental education is for every one of us and 'every person should be provided with opportunity to acquire the knowledge, values, attitudes, commitment and skill needed to protect and improve the environment.'(UNESCO-UNEP 1978). In practice, environmental education is found to have fallen short of this goal. The purpose of this study is to raise the issue and to address the problem that there is a gap between promise and performance in environmental education in this aspect. As a whole, this project has taken a critical perspective which critiques the approach dominant in environmental education in this country. Most of the environmental education programs we now have are designed for the English speaking public while the needs of Non English speaking citizens are being overlooked. Changes which would 'provide greater social justice and enhance human potential.' (Stevenson, 1993) therefore need to be made in the practices of environmental education. The first part of this study is a review of literature which clarifies the intentions and assumptions in environmental education and the development of multiculturalism in Australia. With these concepts properly aligned, it is logical to deduce that environment education in Australia should go in the direction of racial and cultural diversity. The second part of this project is designed to address the problem that citizens with Non English speaking background do not have access to environmental education equal to that of the English speaking general public. The obstacles and misconceptions that lead to this phenomenon are identified and discussed. Finally, a recommendation of changes regarding future program planning and implementation for both environmental organisations and educators is given.