The Creative Solutions to Waste Project (CSW) is a local environmental education project, involving five Grahamstown schools, the local municipality; community members and the Rhodes University Environmental Education Unit, where I worked at the time this study was undertaken. In this research I explore the use of environmental education learning support materials (LSM) in Outcomes Based Education (OBE). I have employed a participatory action research approach informed by critical theory in this case study of the Creative Solutions to Waste project (CSW). The research focused on the ‘Waste Education’ materials and their use, developed and piloted during the pilot phase. The Waste Education materials were also used in phase one. In phase two, the research focused on the use of ‘Health and Water’ learning support materials in 4 Grahamstown schools. Research participants included educators, support team members, municipal officials, Department of Education officials, Department of Health (Eastern Cape) officials, the Health Promoting Schools committee and NGO representatives. I employed a range of data collection strategies including questionnaires, observations, field notes, semi-structured interviews, focus group interviews, workshops, reflective journal, videotapes, and photographs and documents analysis. The research process was collaboratively discussed and agreed upon by all the participants. This research indicated that the purpose influences the use of LSM. It also indicated the importance of mediation processes in the use of LSM. This study indicates that the designs of LSM and particular views of learning influence the way LSM are used. It does that by looking at how an active learning framework influenced the use of learning support materials and consequent learning processes. It also highlights the significance of paying attention to issues of language and literacy in the design of LSM, and how these factors influence the use of LSM. It also identified the tension between prescriptive and open-ended processes to professional development in supporting the use of LSM in contexts of curriculum change and transformation. This study also indicated the importance of reflexive processes to improve support process in the CSW project by demonstrating how the contributions and the roles of the support team were reflexively changed. I have reviewed the research processes in relation to the research design decisions made at the start of the project. This study lastly offers some recommendations for further research into the use of LSM, and how an understanding of LSM use may influence the development of LSM.