Two studies in southeastern Sweden examined rural children's conflicting attitudes toward environmental change in the local community. Following a yearlong curriculum in environmental studies, 14 fifth and sixth graders in Ramkvilla were presented with an imaginary scenario involving the construction of a new factory. Their small, somewhat idyllic community has been dependent on agriculture and tourism. Negative and positive consequences of the new industry were integrated into the scenario. Content analysis of students' written responses revealed consistently strong positive attitudes toward the change in the areas of "more children in school" and "more jobs in the community" and negative attitudes in the area of "consequences for nature." In a similar study in Mullsjo, 25 students in grades 3-6 who had completed a yearlong environmental curriculum wrote essays about the changes they would meet in the future and their attitudes toward these changes. The strength of students' attitudes were affected by the interaction of: (1) perception of the geographical or historical distance of the change; (2) whether the change was viewed as positive or negative; and (3) whether the change was viewed with empathy or indifference. These results illustrate rural students' conflicting attitudes toward environmental change. To avoid fostering such conflicting feelings, environmental education must employ a global perspective on society and its future, and must incorporate cultural and ecological development relationships. (SV)