As science textbooks are considered as one of the major source of climate change information of students, this study aims to examine the differences in energy saving and carbon reduction knowledge, attitude, and behavior between two groups of Taiwan's high school students using earth science textbooks of two different publishers. Some items of knowledge, attitudinal, and behavioral subscales reflecting significant differences largely coincide with the differences in the coverage amount, text specificity, and picture presence in relevant contents between two textbooks. Students using the textbook with those features performed better on most of those items, including higher percents correct of identifying types of radiations and greenhouse gases and stronger support for more wind power generators. Behavioral effects of the two textbooks seem comparable between two groups of students.