We investigated emotional intimacy with nature and life, and intellectual interest in life among South Korean pre-service teachers (N = 114) training in biology education, analysing the differences between these two constructs as well as their relationship to environmental behaviour and sensitivity. In addition, differences in the respondents' experiences of nature, concerns about environmental problems and willingness to perform environmental education were explored. Four groups of pre-service biology teachers, categorised by the two investigated personal variables, showed different responses for the environment-related characteristics and other variables. Our results suggest that biology teachers should have higher emotional and intellectual interest in nature and life, and a balance between emotional intimacy with nature and life, and intellectual interest in life is needed to prepare them.