In light of the crucial role of teacher education in transforming education and society so that a sustainable future is possible, there is increasing interest in the relationship between academic major and development of student teachers’ environmental literacy (EL). Since science disciplines are the common framework for incorporating environmental education, this longitudinal study investigated, in a paired pretest-posttest design, if student teachers majoring in the environment-related disciplines differ in the development of their EL from other majors. The differences in EL-variables between the two groups were enhanced during studies only in particular behavioral aspects (recycling efforts and citizenship action) and in basic environmental knowledge. Contrary to the expected, environment–affiliated students moved toward a more anthropocentric orientation during their studies, as reflected by decreased support for the 'value-of-nature'. Post-test environment-affiliated majors’ opinions regarding the influence of studies to their EL emphasize the role of the disciplinary component, and its contribution mainly to their biophysical-ecological knowledge. Findings support the need to reorient the science disciplines to include a comprehensive environmental perspective and infuse environmental values education, in addition to content knowledge, within science disciplines. These should be explicitly stated within curricular goals of teacher-training programs, infiltrating down to courses and academic staff.