Abstract: The lack of a national plan and suitable model for educating the environment in Iranian educational system (particularly in the primary schools in particular) in terms of the needs of current Iranian society made the researcher conduct the following research activities in order to meet the objectives of his study: we conducted a content analysis on the Sciences book of the primary school in order to determine the implicit and explicit aspects of the books. We found that some materials and contents have not a clear, coherent and consequent expression and thus, they reduce the attention of the students to the environment. Thus, we recommend a more inclusive and more coherent vision on the environmental entries in the science book of the primary students. Considering the classification system of UNESCO, Japan, Germany, Kuwait, Kenya, Malaysia and Venezuela we studied comparatively in order to extract, explain and analyze the goals, policies, planning and methods of educating the environment in the primary schools of the mentioned countries and to compare them to the Iranian educational system. In this process, we managed to formulate a framework for the theoretical model of educating the environment based on the finding of the research. Then we evaluated the model based on the sample size formula 384 subjects of the statistical population of the university professors, teachers of the primary schools, experts of the textbooks and experts of the environment were qualitatively studied with Delphi Method. The statistical population replied to the 5 methods of the environmental training. Then using the quantitative study and factor analysis, the 38 methods were reduced to 22 methods and were classified in 6 factors based on their priorities. After the data were described and analyzed, the results of the research were proposed as an exploratory model of educating the environment in the primary schools. Moreover, it is suggested to use the active and live methods such as the group, sensory, perceptual and moral teaching along with the official programming and evaluation of the interaction, administrating the painting, poetry and puzzle competitions and a combination of different pedagogical methods instead of the inflexible traditional methods. The reliability and validity of these methods have been confirmed by the statistical population of different groups.