Informal learning supports formal education by facilitating students' learning and helping them to expand their knowledge outside the classroom. This paper explores the impact of informal learning environments on learning outcomes. This study aims to answer the question 'How does the use of informal learning environments within the scope of formal learning affect students' academic achievement and their views on this learning environment?' Fort is purpose, students were taken to Atelier of Making of Glass Art and Beads in the process of teaching the acquisition of "Explains the importance of recycling and recovery" in the 8th grade Environmental Education and Climate Change course. This trip was made in the exploration phase of the 4E teaching model, one of the student-based models of the constructivist approach. At the end of the learning process, the effect of teaching the acquisition in an informal learning environment on students' academic achievement and students' opinions about this environment were examined. A mixed design was adopted in the study. The students participating in the study were selected from a public school in small district of one of the metropole city in Turkiye through purposive-judgmental sampling. Two of the 8th grade classes in the school were randomly selected and 60 students were included in the study, one of which was the experimental group (29) and the other was the control group (31). The Recycling and Recovery Achievement test was used for quantitative data and 6 open-ended questions about informal learning environment were used for qualitative data. Mann-Whitney U test was used to analyze quantitative data and descriptive analysis was used to analyze qualitative data. As a result of the analyses, it was concluded that the Recycling and Recovery achievement mean scores of the experimental group students were higher than the control group, and this result was supported by the positive opinions of the students about the informal learning environment.