Environmental problems, which frequently enter into the agenda in parallel with the increase in industrialization and consumption, have shown an increase on a gradual basis and have reached crucial levels today. In order to examine this problem, explain its causes and solve it, human behaviors have started to get examined and concepts involving the ecological footprint awareness and the proenvironmental behavior have been developed. The preschool period, on the other hand, is a critical period for making an acquisition an ecological footprint awareness and pro-environmental behaviors, just as in many concepts and behaviors. The aim of the present research is to make an examination relating to the preschool teachers’ awareness of ecological footprints, their pro-environmental behaviors and their practice of eco-friendly activities as relevant to different variables and to reveal the relationships between the given concepts. To this end, 150 preschool teachers working in Altındağ, Çankaya and Yenimahalle districts of Ankara were studied on. The results of the research showed that preschool teachers’ awareness of the ecological footprints, pro-environmental behaviors and practice of eco-friendly activities did not show divergence depending on age, years of service and the type of institution that they work in. It has been determined that the variable that is made up of membership to an environmental institution has a significant effect on the scores that are obtained at all scales and to have an in-service training on the environment has an effect on the ecological footprint awareness. In addition, it was concluded that the three dependent variables that were measured were in a moderately positive relationship with each other and that the variable that is made up of proenvironmental behavior mediates the predictive effect of the ecological footprint awareness relating to the practice of eco-friendly activities in full.