Background/purpose: Nature-based schools merge environmental learning with character education, cultivating future-ready students through holistic, nature-driven growth. This study aims to examine students' character profiles in nature-based schools. Materials/methods: This study employed a qualitative case study method. The participants were selected from two elementary schools using a purposive snowball sampling technique. Data were collected through observations, interviews, questionnaires, and documentation analysis. Data gathered from various sources were analyzed using content analysis by coding and categorizing information to identify themes. Results were organized and presented based on the emergent themes, and conclusions were drawn based on findings interpreted to answer research questions. Results: The results showed that the character of students in nature-based school were as follows: (1) students' curiosity were evident from their ability to explore, discover, engage in adventure, and question; (2) students' initiatives were evident from their ability to come up with new ideas, to be positive in learning, to be courageous to try without fear, to have high enthusiasm, to have broad insight, and desire for continuous experience; (3) students' persistence could be seen through their optimistic attitude, toughness, tenacity and endless practice; (4) students' adaptability were evident from their ability to create changes in their surroundings, their focus, and their interpersonal skills; (5) students' leadership was manifested through their honesty, sense of responsibility and ability to organize; and (6) students' social and cultural awareness were evident from their attitude of helping each other, caring, showing empathy, tolerance, charity, cultural awareness, knowledge and love of culture. Conclusion: This study concludes that students' character in nature-based schools involves several good qualities. This research highlights the potential of nature-based education in fostering character development and has implications for educational practices, policies, and future research on character education.