This dissertation investigates the links between lesson characteristics, student engagement, self-determination, and environmental literacy outcomes at a residential environmental education (EE) program. I developed a novel methodology using observations of 81 lessons at the study site to isolate the characteristics hypothesized to influence student engagement, self-determination, and outcomes of environmental literacy. Student surveys provided self-reported data on student engagement, selfdetermination, and environmental literacy. Mixed-methods analyses allowed me to explore these links within the 81 lessons observed in this case study. The results are organized into five chapters: an introduction chapter; three manuscripts planned for stand-alone publication (Chapters 2 - 4); and a conclusion chapter. Chapter 2 reports on the links between student engagement, self-determination, and environmental literacy. Chapter 3 provides insights on the links between the lesson characteristics (e.g., educator characteristics, teaching approaches, and schoolteacher/chaperone behaviors) and environmental literacy outcomes. Chapter 4 investigates the degree to which measures of student engagement, observed or self-reported, are associated with environmental literacy outcomes. Chapter 5 summarizes the findings from this study and presents additional analyses intended to fully synthesize the links between lesson characteristics, student engagement, self-determination, and environmental literacy. This study provides a novel methodology and survey items that may be of use to both practitioners and researchers. This research offers useful information about why and how EE works in this case and some of the specific characteristics and practices that engender positive environmental literacy outcomes. / Ph. D.