This study aimed to explore the environmental worldview of elementary school students in aboriginal area and the differences under thirteen background variables in the students' environmental worldview as well as its six components. The relationships between the students' backgrounds and their environmental worldview and its six components were also examined. A total of 414 fifth-and sixth- grade elementary school students in Miaoli County were investigated their environmental worldview using an environmental worldview scale adapted from the new environmental paradigm (NEP) scale developed by Sheppard (1995). However, only 343 valid questionnaires were collected. Besides descriptive statistics, independent-samples T-test and one-way ANOVA were adopted to examine the significance of the results, while Pearson correlation Coefficient was used to analyze the relationships. Three findings were found in this study. First, the students generally tended to show acceptance over NEP in their environmental worldview except for the component "new politics". Second, the background variables which showed significant difference over the NEP in the whole environmental worldview and the six components are as follows: category and area of the school, residence before age ten, race, parents' races and leisure pattern. The results shoed that those who accepted NEP worldview more are the students from aboriginal area schools of mountain townships and aboriginal schools in their environmental worldview and the component "the value about nature", the students who live in aboriginal areas before age ten in the component "plan and risk", the aboriginal students in the component" new society", the students whose fathers are non-aboriginal in their environmental worldview, the students with more outdoor leisure activities in their environmental worldview and the component "plan and risk". Third, the students studying in non-aboriginal schools, in lower grade, belonging to non-aborigines, with non-aboriginal parents, with more outdoor activities and more experience about environmental protection tended to accept the NEP more. The results of this study suggest that through technology integrated science and curriculum integration, more courses about environmental concern issues should be delivered to the students in aboriginal schools, in aborigine area schools of mountain townships, in lower grade, and to those who are aborigines and live in non-aboriginal areas before age ten. Also, these students should be encouraged to engage in more environmental protection and outdoor activities.