This study examined the effects of reflective writing activities utilizing environmental related mass media. Two classes participated as an experimental group (n=31) and a control group (n=30). Both groups of students learned five different topics on environment, such as diversity of ecosystem, global warming, desertification, reduction of the amount of carbon, and eco-friendly behavior. The experimental group students was taught utilizing mass media about each topic and had opportunities of reflective writing about each topic, while the control group of students was taught through lectures. The results indicated that students in the experimental group represented significantly better scores on environmental worldview, environmental sensitivity, and eco-friendly behavior compared to the control group students (p<.01).