Eco- justice is now becoming a sine qua non in almost all aspects of human and social life. Eco- justice- oriented education needs to be disseminated to the community. Students can be eco- justice- oriented citizen if their teachers are knowledgeable and are advocating eco- justice themselves. It is for this reason that this study was conducted among public school teachers to determine the differences between knowledge and practices on eco- justice among educators. Questionnaires were administered, and interviews and observations were conducted. Quantitative data were analyzed using SPSS. The results indicated a "high" level of knowledge and a "positive" level of attitude toward eco- justice. There was non significant differences recorded across sex, educational qualifications, but a significant difference was found in the level taught subgroups as regard to knowledge about eco- justice. No significant differences were also observed in sex, educational qualifications, and level taught subgroups as regard to attitudes toward eco- justice. There is a significant relationship between knowledge about and attitudes towards eco- justice.