The main purpose of this study is to discuss the relationship of childrens behavioral involvement, sense of place, and school identity in schools. This study chose students from third to six grades to take quantitative surveys and assisted with qualitative in-depth interviews. A total of 122 students took the survey and 21 of them did in-depth interviews. This study discovered in students involvement, the involvement of ecological area mainly came from importance; this indicated that children thought doing activities at the ecological area was more important and more meaningful. The involvement of play area and outdoor spaces came from centrality; this showed that these two areas were the childrens main activity area, and they mentioned these two areas to others more often. The sense of place of ecological area and play area mainly came from place dependent, and the sense of place of other outdoor spaces came from place attachment. Involvement had significant positive influence on sense of place, which indicated students had higher attachment to the place when with more involvement behavior. Although the ecological area in the school had lower student behavioral involvement, it played an important role on student's social psychological involvement, and was also an important basis on forming sense of place. It could be further used to promote positive identity of the school.