There are community resources and facilities that could be integrated into "the community-based environmental learning center." In order to ascertain the service effectiveness of environmental learning centers, a survey of teachers who had visited such centers was conducted. Five hundred questionnaires were sent out; 273 valid samples were returned. Respondents were most satisfied with the real life experiences for their students, the abundant natural resources, and the interpreter literacy. Respondents suggested that the business management facilities, dining services, and consulting services needed further improvement. Factors that influence the quality of outdoor teaching were: resources and facilities in the communities, curriculum plan and design, interpretation programming, environmental study effectiveness, peripheral service and price, and the demands of teachers and students. In the service effectiveness relationship model of environmental outdoor teaching, all service effectiveness factors, except resources and facilities, were positively correlated and had significant influence on the effectiveness of the environmental outdoor teaching service. The model accounted for 57.8% of variance. Resources and facilities affected the curriculum/activity plan and the implementation of the interpretative activities, which indirectly influenced the overall satisfaction of teachers.