This paper conceptualized the primary school environment and its influence on the development of positive self-concept among learners. The motivation for this study arose from the realization that, self-concept is a major tool in positive mind transformation. As we grapple with the rise in cases of mental health challenges, violent extremism, self-harm, war, inequality, delinquency, soaring rates of depression and people struggling with decreased motivation as well as greater feelings of helplessness, developing a positive self-concept is reviewed as one step to the solution. Psychologist emphasizes that; positive self-concept is the key to getting unstuck as above ills are like chains holding humanity captive. And the development of self-concept is a process, which is greatly influenced by the environment and the development prominent during middle childhood. A stage which according to Erikson’s stages of psychosocial development is known as industry versus inferiority, from approximately 6-11 years. Children at this stage are generally in the primary school. Erikson emphasis that, through social interactions, they develop a sense of pride in their accomplishments and abilities. Triumph in finding a balance at this stage of psychosocial development leads to the strength Rogers called competence, which help children develop a belief in their abilities to handle the tasks set before them as they develop an understanding of themselves (self-concept). While failure results in feelings of inferiority and disbelief their abilities to be successful. Inferiority complex means constant feelings of inadequacy, which may lead to an overwhelming feeling of sadness, loss of interest in normal activities, lack of energy, slowed thinking and speaking, trouble concentrating, withdraw from others, irritability, agitation, or angry outburst. Characteristics which are not conducive for growth. Viewing the school as an agent of socialization and the primary school as an elementary or foundational school, this study operationalized the primary school environment into the physical and social primary school environment, and how each of them influences the development of positive self-concept among learners. Literature revealed that, the primary school environment has an influence of the development positive self-concept among learners because; self-concept is not a carved stone. It is dynamic. Findings exposed that, self-concept can be modified positively or negatively, depending on how conducive the school environment is. Demonstrations publicized that, a caring school environment helps learners to: develop self-esteem, critical thinking, feeling of self-like and acceptance, develop interest in learning and construct realistic objective, positive thinking, understand their studying skills, become more assertive, build self-schema, understand their unique characteristics and learn to become empathetic towards others. Therefore developing a positive self-concept. While an unhealthy school environment instill behavior such as: fear, low self-esteem, lack of interest in learning, poor performance, poor interpersonal relationship, mistrust, unstable emotions and lack of internal locus of control.