The present study aimed at investigating the effectiveness of using an environmental education approach to equip future EFL teachers with language green skills and a growth mindset. The study utilized the quasi-experimental research method (pretest-posttest control group design). Sixty participants enrolled in the basic education section at the Faculty of Education, Minia University were randomly assigned to two intact groups: a treatment group (n=30) and a non-treatment group (n=30). The participants in the treatment group were trained and instructed using an environmental education-based program designed by the researcher whereas their counterparts in the non-treatment group did not receive such training as they received regular instruction. Instruments of the study included a test of sustainability knowledge, a test of green knowledge, a scale of eco-select navigator, and a scale of a growth mindset. The findings revealed that the participants in the treatment group significantly surpassed their counterparts in the non-treatment group in the post-performance of the test of green knowledge, a scale of eco-select navigator, and a scale of a growth mindset. Thus, the environmental education-based program proved its effectiveness for developing language green skills and a growth mindset among future EFL teachers. Suggestions for further research and recommendations were also presented.