Naturally, it is indubitable that the environment we interact with coherently influence human behavior. The setting under which human beings live is a determinant of their sudden behavior. In the same light, it is not human behavior only that is influenced by the make-up of their immediate environment, animal behavior also get influenced by the environment. In vitro experiments that focus on providing controlled conditions may be theoretical hence offering a tentative environment that depicts an unnatural situation (Huitt & Dawson, 2011). For instance, guinea pigs are experimental animals subjected to a laboratory setting where they portray an entirely different behavior from a natural setting. This paper seeks to put more emphasis on human interaction to their surrounding environment, as well as the observable changes elicited by this interaction. Environmental psychologists have made relentless efforts to design better management norms that can positively orchestrate quality personalities and environmental development (Gifford, 2007). There are various theories put in place to explain environmental psychology. However, this paper tries to explain the meaning of environmental psychology with the help of two principal theories; the Learning Theory and the Motivational Theory. On the same note, despite environmental psychology being an involving field, it encompasses an interdisciplinary scientific aspect that generally focuses on the human behavior and how they interact with their immediate environment. It is a holistic branch of psychology that embraces the organismic adaptation to their natural settings (Gifford, 2007). Environmental psychology points out learning theory as the way people and other organism develop within a particular environmental setting thus providing an exclusive determinant of this complicated learning process. Learning generally, is a complex process that sums up different experiences or influences like emotions, cognitivism or the entire environment (Gifford, 2007). These influences will thereby enhance an individual’s view of the immediate setting through acquiring knowledge and values. On the other hand, motivational theory seeks to hypothetically consider motivation as an object that initiates and directs behavior that is geared toward achieving a particular goal through learning (Franken, 2006). Motivation is, therefore, intrinsically driven by an individual’s interest to a given task rather than giving pressure to the individual either through strict supervision of performance. As opposed to learning theory, where by one may be subjected to a painful process of knowledge acquisition in order to achieve a set standard or goal. This could be though punishments to reinforce behavior, a process known as operant conditioning (Gifford, 2007). Although learning may be deemed to be focusing on the purposes of a mare behavior and the speculated values of behavior, it is distinguished from motivation which allows one to compete inadvertently in level platform where they are encouraged to perform and emerge victorious especially in a context. This motivation emanates from the environmental influence thus may not be an inbuilt motivation. For example, the provision of reward inform of t