This study integrated environmental issues as the initial problem to explore the process of problem-solving of high school students and proposes the concept of environmental problem-solving (EPS) to probe the interaction between high school students' scientific performance and EPS strategies. There were 139 high school students in Taiwan who participated in this study. Participants were required to complete the "Environmental Literacy Scale," "Environmental Scientific Achievement Questionnaire," and "Environmental Problem-Solving Process Questionnaire." The result showed that the students with higher scores in environmental scientific achievement got higher scores in the EPS process as well. However, the students with higher scores in environmental literacy were able to proffer better EPS strategies, analyze EPS solutions incisively, and present multiple plans. Further discussion is provided.