The researchers wanted to continue in their university's previous study of nature awareness and science achievement, specifically examining the effects of nature in the achievement of seventh-grade students. This further study offered valuable insight to the inconclusive findings of previous researchers of nature awareness and science achievement. Some studies found a significant correlation, while others found no significant correlation. The researchers tested for correlation between students' level of experience in nature and their science achievement scores on a standardized test. Using research from Kellert (2005), Louv (2006), and Kolb (1984), the researchers believed the level of students' experience and contact with nature significantly correlate to their science test scores. The researchers tested direct, indirect, and vicarious experiences with nature that students might encounter. Using the instrument, with only a few modifications, from Chandler and Swartzentruber (2011), the researchers tested groups of seventh-grade students from two different schools. The survey was given twice, and the researchers determined its significant test-retest reliability. One of the schools used the TCAP [Tennessee Comprehensive Assessment Program] exam, and the other school used the SAT to measure students' knowledge in the area of science. In order to compare the scores from two different tests, the researchers standardized the raw scores by calculating z-scores. With the z-scores and the student scores from the Nature Awareness Survey, the researchers performed a Pearson correlation. The data revealed no significant correlation between the students' nature awareness and the standardized science test scores. The researchers retained the null hypothesis. The following are appended: (1) Letter of Approval from Knox County Schools; (2) Letter of Approval from The King's Academy; (3) Parental Permission Form; and (4) Nature Awareness Survey.