Our study evaluated the feasibility and educational benefits of involving students in a conservation program, focusing on enhancing students’ motivation, knowledge, and appreciation of nature and raising awareness about regional conservation efforts. We also investigated the motivations of teachers participating in the program. The sample comprised 74 students (ages 11 to 16) in a paper–pencil pre- and posttest, and qualitative interviews with 25 students of this sample and their teachers (n = 6). The post-test results showed improved species-related knowledge and above-average intrinsic motivation as a predictor for interest. While students’ nature appreciation increased compared to the pretest, the change was not statistically significant. The interviews revealed that students and teachers had limited knowledge and experience with local conservation efforts before the intervention. They were unaware of the tasks and efforts involved in local conservation. However, the project changed their perception, with many realizing that the effort required for nature conservation was manageable and the impact meaningful. Teachers cited multiple reasons for participating, including their interest in nature conservation, the opportunity to teach an engaging, ESD-related topic, enabling students to participate in practical conservation activities, and gaining firsthand experience in this area.