This study assessed the effects of a two-hour environmental education game on sixth-grade students' environmental literacy at Chih-Nan Nature Center. A nonequivalent control group design was used to collect data. The experimental group (N = 100) received the environmental education game, and the control group (N = 89) did not receive any environmental instruction. The quantitative data showed that the game did significantly promote students' environmental knowledge, environmental sensitivity, environmental attitudes, and environmental responsibility; and these effects, except for environmental sensitivity, were still maintained one month after the end of the game. However, the game didn't promote environmental action and internal locus of control. Based on this study, implications for program development and instructional practice of Chih-Nan Nature Center were presented.