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Introduction: In India, the National Medical Commission, introduced the concept of "Environmental health and wellness," in the medical curriculum in the year 2020, to equip the future doctors in addressing complex issues such as climate change and health. As a part of the "Family adoption Program," the students are required "to carry out and be a part of the environment protection and sustenance activities." The study was done to assess the knowledge and practices of "environmental wellness (EW)" of 1st-year medical students. Materials and Methods: Using a cross-sectional study design, the study was conducted using a semi-structured, self-administered, online questionnaire, with sections on demographics, climate change, environmental laws, and wellness, after institutional ethics committee approval. Responses on aspects of EW were rated and scored as "never," "rarely," "sometimes," "regularly," and "always" from lowest to highest. Results were presented as frequency, proportion, percentages, and mean scores; Chi-square, F -test, and t -test were used as tests of association; P < 0.05 considered statistically significant. Results: Of the 250 students, 212 were present during the preawareness generation session; 179 consented, with a response rate of 84.4%. Their mean age was 19.79 ± 1.76 years and 70.94% were females; 84.9% knew about appropriate state-level laws regarding environmental pollution. 77.65% had excellent, 16.20% good, and 6.15% had a fair level of EW scores. The females had a better attitude (P = 0.004) and practice (P = 0.037) in comparison to male students with regard to different aspects of EW. Conclusion: The students were well aware of EW, with the female students having better practices. Inculcating these good practices with regard to EW would help them to spread awareness regarding the same in the community, thereby helping them achieve the competency required in the field visits, which would help them with regard to percolating the importance of the environment in health and wellness, at the community level. The following core competencies are addressed in this article: Practice-based learning and improvement, Medical knowledge, Systems-based practice, and Professionalism. [ABSTRACT FROM AUTHOR]