The environmental values of children from four different environments are investigated through a concept drawing tool alongside other media. The number of features commented upon by the children were related to age and experience while the type of environmental features and experiences valued by children stressed the significance of first-hand experience and practical teaching activities in the outdoors. Where teachers modelled values, the learning was all the more effective. The most enthusiastic children were those who had been motivated and involved in their surroundings. (Contains 2 tables and 1 figure.)