This study investigates the effect of introducing an environmental education (EE) in three classrooms (C1, C2, C3) using three different pedagogy methods and if student's personalities determine how the information is perceived. A teacher-focused classroom (C1), a student-focused classroom (C2), and a third classroom used labs and hands-on activities (C3) to identify changes in the students' perception and behavior toward the environment. A pre- and post-survey was used to identify changes in student environmental perception. An unpaired t-test was performed for each class, showing different pedagogical approaches did not significantly impact students' environmental perceptions. The student's behavior was measured by pulling recyclables out of a recycle bin and the trash daily for the duration of five weeks. Both C2 and C3 showed an increase in the students' recycling habits. The second question, "How does a high school student's locus of control affect their relationship with the environment?" was answered by comparing a locus of control survey and the post-environmental perception survey. A t-test and correlation test were performed, and no significant difference was found between the two survey means. A correlation test was also performed, and a positive, very weak correlation was found. The third question, "Does the students' locus of control correlate with their ecocentric or anthropocentric environmental worldview?". A locus of control survey and a worldview survey were used to answer the third question. A Pearson's Correlation Coefficient test was performed and showed a moderate correlation between the two scores. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]