Environmental identity can be defined as a person's self-concept in relation to the natural environment. Such a mindset, in conjunction with the values and attitudes a person maintains, can have a key influence on the behaviors that a person displays toward the environment. Pro-enviromental behaviors, more time spent outdoors, and a person's selfidentification with nature can often be associated with a more developed environmental identity. The development of an environmental identity is very important for the kindergarten teacher's profession, so that the kindergarten teacher can pass on the positive attitudes and values towards the environment to the children and act as a role model in pedagogical practice to promote Education for Sustainable Development. The aim of the study was to investigate the environmental identity of students in the study programme of Early and Preschool Education at the Faculty of Teacher Education in Rijeka. One of the tasks was to investigate the differences in students' environmental identity in relation to place of residence and previous education. To conduct the research, a survey was prepared that included an adapted Environmental Identity Scale from Clayton and Opotow (2003). A total of 70 students (N = 70) from the first, second, and third years of undergraduate studies and the first and second years of graduate studies in Early and Preschool Education in Rijeka participated in the survey. The obtained results show that the students of Early and Preschool Education study programmes in Rijeka have a strong environmental identity and that they very often perform various pro-enviromental behaviors in their private lives. The results also suggest that the level of environmental identity development varies by place of residence. Students living in rural areas reported developing a stronger environmental identity. In contrast, research has shown that prior educational experiences do not influence an individual's environmental identity development. This final paper and research findings can serve as a guide for understanding environmental identity, its dimensions, and the importance of developing environmental identity in future kindergarten teachers.