This study aims to examine two hypothetical models for the variables of students` environmental perspective. First hypothetical model is the mediating role of recognition and familiarity between aesthetic and negativistic perspectives. Second hypothetical model is the separate path from humanistic to dominionistic perspectives. One hundred four tenth grade students participated in this study. We used Pearson correlation. partial correlation, and path analysis to examine the fitness of hypothetical models. The findings showed that the mediating role of recognition and familiarity between aesthetic and negativistic perspectives were statistically accepted. To prevent students` bias for fancy or gross animals. the learning (for instance, recognition and familiarity) may play role in reducing the bias. Second, there were two differential paths from humanistic to dominionistic perspectives (ecclogistic-naturalistic path and scientistic-utilitarian path). While ecologistic-naturalistic path does not reach dominionistic perspective, scientistic- utilitarian path does reach dominionlstlc perspective. To prevent students` dorninionistic perspective for nature, they need to understand eoologistic-naturalistic minds for the nature.