A systematic evaluation was conducted to judge the worth of an environmental investigations course which was designed to increase scientific knowledge, self-concept, and attitude toward science and science teaching. Five categories were examined: consistency between concepts, activities, and test items; effect on scientific knowledge, self-concept, and science attitudes; activity usefulness; effect on relationships between variables; and course worth. Program and student (N=28) component data were measured using the "Environmental Science Test,""Tennessee Self-Concept Scale,""Academic Self-Concept Scale,""Attitude Toward Science and toward Teaching Science Scale," and informal instruments during the antecedent, transaction, and outcome phases. Findings (obtained from Pearson product-moment correlations and t-test procedures) show: (1) course elements and components to be consistent; (2) a significant increase of scientific knowledge and self-concept; (3) the usefulness of seven course activities; and (4) no positive relationship between variables. Overall, the course (which includes a camping phase and a field trip phase) was judged worthy of adoption. (Author/JN)