Students' perceptions of the environment can differ based on sociocultural factors and experiences. Understanding how students develop environmental perceptions is an important step toward developing an inclusive environmental science curriculum. This article presents preliminary data from a study conducted in Singapore in which students' environmental perceptions were elicited through a series of draw-and-explain tasks and personal interviews. In addition to adding an international dimension to multicultural issues, we also discuss knowledge construction within the context of the science classroom and highlight some implications for sustainable living. (Contains 4 figures and 3 footnotes.)