Twenty-first century social-ecologic systems are in the midst of a complex adaptive cycle. There is growing evidence to suggest the existence of a psycho-social developmental process whereby a person becomes situated in an environmental worldview. This process of environmental socialization has received attention in peer-reviewed journals. A case study was developed to see if qualitative methods could yield deeper insight. Depth interviewing and grounded theory analysis were used to explore student’s thoughts on formative influences deemed significant in the development of their own environmental perspective. The qualitative method used in the study was useful in probing the nuance, complexity, and significance of the student’s environmental socialization. Natural resource managers, educators, philanthropists, moral leaders, and concerned citizens can benefit when social constructs of environmental sustainability are better understood.