Virtual learning in Kenya is still in its infancy and was hardly adopted for undergraduate teaching and learning before the advent of C0VID-19 pandemic. Environmental education (EE) being a required course for all undergraduate teacher trainees, the study therefore sought to investigate the effects of methods of instruction on higher learning institutions students’ ambivalence towards environmental education (EE) course in the wake of covid-19. Study population consisted of 478 undergraduate science teacher trainee students from two different cohorts of EE who underwent different modes of instruction in Moi University, Kenya. A sample of 240 (50%) students were randomly selected for the study. The study adopted a descriptive survey, data was collected using online questionnaires and analyzed descriptively, while secondary data on examination performance was analyzed using ANOVA. Results were analyzed to compare the attitudes of the two undergraduate student cohorts who underwent online mode of instruction during the wake of the virulent COVID-19 pandemic with those in the previous year who underwent the conventional lecture hall or face-to-face mode of instruction towards EE course. Results indicated that students’ ambivalence towards virtual learning of EE was highly depended on the mode of instruction adopted during their study; however, there was no significant difference in academic performance (95 % (CI); p > 0.05) for both cohorts in the considered examinations. The study concludes that although students are very positive towards virtual learning of EE however, they are ambivalent in that learning should be within the university environs and not in their rural homes with their major challenge being low campus internet bandwidth. Further, the mode of instruction is unlikely to affect EE academic performance.