The current research aimed at identifying the effect of using mind-mapping strategy in teaching environmental education course on developing metacomprehension and awareness of the dangers of environmental pollution among the students of the first year of the Faculty of Education. A research sample was chosen consisting of (85 males and females) from the Faculty of Education, Zagazig University, the first semester 2016-2017. The research sample was divided into two groups: an experimental group (43 males and females) studied the environmental education course using mind mapping strategy, and a control group (42 males and females) studied the same course with the usual way. Through that the pre and post application of research tools (metacomprehension scale- metacomprehension test- Awareness of the dangers of environmental pollution test) on two research groups were applied, and several conclusions were reached: Superiority of The experimental group students in the post application on pre application in the development of metacomprehension, awareness of the dangers of environmental pollution, and Superiority of The experimental group students on the control group students in the post application in the development of metacomprehension, awareness of the dangers of environmental pollution, and Some recommendations and proposals were presented in light of the results reached.