The aim of this study was to investigate the effectiveness of place-based education on geographical literacy and environmental knowledge and attitude of sixth-grade elementary school female students in Aliabad Katul County. This research was applied in terms of purpose and employed a quasi-experimental method with a pretest-posttest control group design. The statistical population included all sixth-grade female elementary students in this county during the 2025-2026 academic year, from which 50 students were randomly selected and equally assigned to experimental and control groups. The experimental group participated in a place-based education program consisting of 10 sessions, while the control group received conventional instruction. The research instruments included the Geographical Literacy Questionnaire (Dickmannly, 2014) and the Environmental Knowledge and Attitude Scale (Leeming, Dyer & Bracken, 1995). Data were analyzed using multivariate analysis of covariance (MANCOVA). The results showed that place-based education had a significant effect on the components of geographical literacy, including the ability to recognize spatial location, spatial critical thinking, and place-based judgment. Furthermore, this training significantly increased students' environmental knowledge and attitude. The findings indicate the strong role of the place-based education program in explaining the observed differences between the groups. Based on the results, it can be concluded that place-based education, by providing experiential learning opportunities and connecting the school with the local environment and community, can be an effective approach for enhancing geographical literacy and fostering environmental attitudes and knowledge in elementary school students.