This study aims to compare the learning approaches, learning climate, character and soft-skill development, learning motivation, and academic achievement between Nature Schools and Regular Schools. Employing a comparative–descriptive design, data were collected through observations, in-depth interviews, and document analysis to obtain a comprehensive understanding of learning practices in both school models. The research instruments were developed based on indicators of experiential learning, learning climate, student motivation, engagement, and academic performance aligned with national curriculum standards. Data were analyzed using thematic and comparative techniques to identify patterns of difference, strengths, and relative limitations of each model. The findings indicate that Nature Schools excel in experience-based learning, creativity, motivation, and soft-skill development, whereas Regular Schools demonstrate stronger academic structure, score stability, and alignment with the national curriculum. Data validity was strengthened through source and method triangulation. Overall, this study provides an in-depth understanding of how variations in learning approaches influence students’ experiences, engagement, character formation, and academic outcomes across these two distinct educational contexts.