In this study, we analyze the spillover effects of environmental education onpro-environmental and pro-social behavior. The environmental educationproject analyzed in this study is an action-based learning project called SawdustToilet Project(STP). STP is one of 8 projects that comprise the “Making aSustainable School” program conducted at Seondeok Girls’ High School inGyeong-ju since 2014. Compared to the control group, students whoparticipated in the STP showed pro-environmental attitudes toward the mediadirectly related to the STP (e.g. water and human excrement). An empiricalanalysis using the BiProbit model finds that environmental education not onlyinduces similar pro-environmental behaviors but also increases the likelihood of participation in poverty eradication activities, regardless of the intensity ornature of the education experiences. In terms of the level of spillover effects,we find that education projects that need strong action-involvement and haveto overcome social norms in the education process have a greater spillovereffect within environmental issues and across social issues than thoseotherwise.