Individual values are often cited as the greatest predictor of environmentally minded behaviors, but education can play an important secondary role. This public education can take a variety of forms and comes from a variety of sources. By understanding how the informal and nonformal components of these education programs are perceived by the educators responsible for implementing the programs, we can begin to understand the water education landscape. Here, we look at water education programs (WEPs) in greater Phoenix, Arizona. We find large similarities between water education programs in both their program objectives and communication methods. While some of these similarities may help reinforce messages about water conservation, water quality, drought, or other popular themes it can also lead to gaps in water education. If there is no effort to examine these gaps in content, method, and geographic coverage educators may be inadvertently excluding particular segments of society from interacting with the information they provide. If this lack of information accessibility falls to historically disadvantaged communities, it may contribute to future environmental injustices. If wealthy individuals or other community groups granted some sort of leadership status do not receive education, the educators cut themselves off from the informal information sharing structures of western societies. My future research will develop spatially explicit comparisons of water educator perceptions of education impact with observed water literacy in the community. I will also use social network analysis to better understand how collaboration and alliances among WEPs can influence education. By presenting at this seminar, I am hoping for feedback from a variety of people who a) can help me arrange my research in ways that will make it useful to modelers and b) have network analysis knowledge that can help inform this portion of my proposed research.