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This paper attempts to define what behaviors are, what motivates behavior, and how environmental education programs can shape pro-environmental behavior using three factors: social interaction, program structure, and various teaching methods. Data was gathered using a systematic literature review that looked at the purpose and objectives of the paper, methods used for collecting data such as demographics (age, race, gender, location, etc.), the papers focused areas of research, and results. A thematic analysis was also used to code collected data into the themes. The themes that emerged while analyzing the data include social interactions, program structure, and teaching methods. Results conclude that while not everyone learns the same way having programs with social settings that create a sense of community, developmentally appropriate content and various learning methods can help create a positive experience which leads to pro-environmental behaviors. Allowing students to interact with their local environment using various teaching methods can allow children to take on leadership roles, learn problem-solving skills, learn to critically think and build teamwork skills. These are valuable skills to have and will set the child up for success in the future.