Two classes, each comprised of seventh and eighth grade students, are used to test the hypothesis that student participation in observing and solving real-life environmental problems increases positive changes in their attitudes toward school. Two methods of teaching urban environmental studies are used: an experimental community action approach using instamatic cameras and super 8mm cameras, and a traditional classroom instruction using the latest films, film strips, multimedia kits, records, texts, and pamphlets dealing with urban environmental problems. Results of the testing show that significant gains are attained by the experimental group in all seven attitudinal areas tested. The teacher made cognitive tests results exhibits no significant differences between the two groups. Generally, the test results demonstrate that inner-city students attitudes toward school improve when they are given an opportunity to participate in urban action projects which deal with real-life community concerns, and that students in both groups gain an equivalent degree of factual knowledge in the area of urban environmental problems. Using the urban environment as a learning resource and initiating student action groups are recommended for elementary students as well as for teenagers involved in urban studies programs. (Author/AM)