This study examines the relationship between teachers’ level of environmentalism and their pedagogical practices across South Sudan, using a survey conducted among 254 primary school teachers in the Yei and Juba counties of Central Equatoria State, South Sudan. Through a statistical analysis of the survey data and use of relevant theory, the findings reveal pro-environmental attitudes and engagement among teachers; however, these are more focused on context-bound environmental issues, unlike in Western countries, where more abstract types of environmentalism often dominate engagement. At the same time, the survey identifies education practices as rather teacher-centred, combined with a focus on motivating learners towards environmental education, which we interpreted as caring for the learners. This indicates a paradoxical combination: a talk-and-chalk practice combined with learners’ wellbeing. Therefore, the teachers’ responses do not represent a coherent and consistent pedagogical position. Furthermore, the relationship between environmental engagement and pedagogy is positive but weak, suggesting that pro-environmental attitudes only partly translate into learner-centred teaching. In contrast, strong correlations were found between environmental engagement and teachers’ efforts to motivate and support pupils. Thus, the study contributes to the understanding of context-bound environmentalism and the attitude–pedagogy gap within a resource-based, post-conflict educational setting.