One of the basic aims of environment-related subjects included in the biology curriculum is to raise environmental awareness. Yet, the fact that the concepts taught especially in the context of environmental issues are abstract influences meaningful learning. This, in turn, influences behaviours displayed. Exhibiting students’ cognitive structures in assuring effective and meaningful concept teaching increases the importance of studies conducted. Unavailability of studies in the literature analysing students’ cognitive structures in relation to their sensitivity to the environment   demonstrates the importance of this current study. This study aims to analyse students’ cognitive structures in relation to their environmental sensitivity. The study employs survey model- one of the qualitative research designs. The study group was composed of 56 high school students in the 2016-2017 academic year. The study group was formed through purposeful sampling. Word Association Test (WAT) was prepared in order to uncover students’ cognitive structures in relation to their environmental sensitivity. Having transcribed the data obtained, they were put to content analysis and were transferred to the medium of computer. The results showed that students’ cognitive structure concerning their environmental sensitivity was divided into categories.