Positive attitudes towards nature are manifested, among other things, through certain actions, such as enjoying spending time in nature or π actively protecting it and acting pro-environmentally. In the field of (environmental) education, the development and expression of pro-environmental behavior is an essential goal. Based on the Competence Model for Environmental Education by Roczen et al. (2014), this article presents the relationship between nature experience on the one hand, and environmental knowledge, attitudes towards nature, interest in nature and pro-environmental behavior on the other hand. It outlines the relationship between contact with nature (nature experiences and nature immersions) and the constructs of attitude, motivation, and interest. Subsequently, it describes how attitudes towards nature and the environment can be directly and indirectly assessed. At the end of this article, the positive effects of nature experiences on attitudes towards nature and pro-environmental behavior of children and adolescents are discussed, and recommendations for formal and non-formal educational practice are derived. In particular, nature experiences in childhood appear to be one of the most important drivers for later engagement in environmental and nature conservation.