The empirical basis for a comparison was the application of the 2-MEV model of Bogner & Wiseman (1999, 2006) originally developed for the age-group of adolescents. Subjects in this present survey were adults, specifically pre-service and in-service Biology and Language teacher. The study was an integral part of the three-year European project BIOHEAD (Biology, Health and Environmental Education for better Citizenship) with partners from all European regions and the adjacent northern African countries. We used the original dichotomous framework of the 2-MEV model (Preservation and Utilization) in order to investigate the environmental attitudes of about 6400 teachers across 16 countries (see above). We identified the hypothesized two orthogonal, robust and independent factors of Preservation and Utilization. Attitudes in the involved countries mainly differed with regard to the Utilization dimension, as the impact of the socioeconomical contexts is prominent. Nevertheless, we draw also specific attention to a more subtle variation among countries connected to a teacher’s status and its subject specialisation independent from the variation between countries. As an application, we investigated the structure of pre- and in-service teachers’ environmental attitudes throughout 16 countries. We ascertained a two-dimensional Preservation / Utilization structure and demonstrated the influence of local socio-economical frameworks, as the conceptions of teachers from European and non-European countries clearly vary with regard to the Utilization dimension, while there does not such a strong variation exists along the Preservation dimension. Moreover, the discrepancy between countries can be related to the variation of political views regarding economical liberalism (Munoz, Bogner, Clement, Carvalho 2008). Furthermore, an orthogonal analysis allows a removal of variation between countries but still exposes the two dimensions of Utilization / Preservation; hence this structure is not a pure by-product of the variation in conceptions across countries. Another imaginative result lies in the concepts’ variation across teaching groups which is still significant when the variation between countries statistically is removed.