The exploitation of human and physical resources in the 1950s and 1960s to maximize economic and technological expansion has brought about an enhanced awareness of their negative consequences and of the importance of the environment on human well-being. This study focuses on the need for an assessment of an individual's capacity for living in various environmental settings. Three simulated social models illustrating the relationship between an individual and an environment were prepared in a slide series. The three models were: (1) a behavior model, focusing on behavior modification; (2) a humanistic model, focusing on the importance of nature and human dignity; and (3) a growth model, emphasizing steering and control in continous growth. The Swedish model, representing the Swedish way of creating a quality of life was included for comparison. The models were shown to 214 inservice teachers and 57 high school pupils who were asked to assess the possibilities and constraints on life in each social model. Each simulated environment was evaluated for its physical existence, security, freedom of action, efficacy, and adaptability. Results showed that the growth and behavior models were viewed favorably. Contrary to expressed preferences toward humanistic values discriminant analysis indicated that the growth model was conceived as the best way to secure quality of life. (JAZ)