The purpose of this study is to investigate the environmental attitudes (EA) in the population of 15-year-old French students and, to check if the French student population presents similar EA categorization as described in the different models in the literature (e.g. the Model of Ecological Values, Wiseman & Bogner 2003). The second aim of this study is to identify the different factors influencing students’ EA. We analyse the results of the questionnaire-based Relevance of Science Education Project carried out in France in 2008 as a part of a wider international comparative study ROSE (Relevance Of Science Education). The hierarchical ascendant classification of data from 2124 French students led to three main classes reflecting three different environmental attitudes showing a high resonance with the 2-MEV scale (Wiseman & Bogner 2003). The Model of Ecological Values (2-MEV) is defined with two orthogonal dimensions, Preservation and Utilization. Ecological Values are determined according to an individual’s position on two orthogonal dimensions, one dimension reflecting conservation and protection of the environment (Preservation) and another dimension reflecting the utilization of natural resources (Utilization). Our results show links between students environmental attitudes and students’ level of interest in learning about specific environmental topics, their practice of extra-curricular activities linked to nature and students’ value priorities in different dimensions of their future work. We discuss the implications of these results for the teaching of environmental issues, and for instance, we argue that EA concept could be explained to fifteen-year-old students to encourage them to take into account the diversity of views towards the environment of others, and to position themselves in this diversity of attitudes. They could be aware that for instance, individuals can support environmental issues for different reasons, and consequently may respond to different appeals.