This study explored preservice teachers' perceptions of environmental issues at both global and national levels, revealing marked differences in awareness and prioritization. 708 preservice teachers from different majors participated in the study. Data were collected through demographic information and Environmental Problems Awareness and Sensitivity Forms. Descriptive analysis and chi-square test were used in data analysis. Globally, participants identified global warming as the most critical environmental issue, reflecting its widespread impact on ecosystems, climate, and human well-being. Conversely, waste management emerged as the most significant concern in Türkiye, highlighting local challenges, while water pollution and bioaccumulation received little to no attention. Population growth was recognized as the primary global driver of environmental problems, whereas lack of education was seen as the leading cause in Türkiye, underscoring the vital role of environmental education. Results revealed that science teacher education exhibited greater awareness of global issues, likely due to academic exposure, while younger groups showed limited understanding, indicating a need for tailored environmental education. These insights underscore the necessity of integrating diverse environmental topics into curricula to address gaps in public understanding, promote sustainability, and encourage informed decision-making at both local and global levels.