Educational environment refers to the physical, social and psychological environment that students and teachers experience and perceive during their education-teaching processes. In terms of educational institutions, one of the most important determinants of the implementation of a successful education is the efficient educational environment. In order to create a more qualified education environment in imam hatip high schools, which are deep-rooted religious education institutions in the history of the Republic, program diversity has been made since 2016. One of the programs developed is the science and social sciences program. Project schools, which implement science and social sciences programs, provide students with the opportunity to receive education with the curriculum of science high school or social sciences high school according to the academic field they want to advance in line with their interests and abilities, as well as the vocational courses required to be an imam hatip high school. The subject of the research is to determine and analyze the educational environments and physical opportunities of the project Anatolian imam hatip high schools, which implement the science and social sciences program in the light of the experience and opinions of the administrators. In this context, the Anatolian imam hatip high school, which implements seven science and social sciences programs in Kocaeli, was selected and a semistructured interview consisting of 15 questions was conducted with the administrators of these schools. School administrators are asked questions about the titles on the number of students and classrooms in their schools, the internal layout of school buildings, active learning environments, students' use of the school's facilities outside of class hours, class naming, availability of specially equipped classrooms etc. and the data obtained were analyzed and evaluated. As a result of the research, it has been determined that the majority of the schools use the branch system as common features, the school buildings, walls and classrooms are enriched with visual materials, the number of students is between 20-30, there are active learning environments outside the classrooms in the schools and the school facilities are s uitable f or t he u se o f d isabled s tudents. I n a ddition, i t w as concluded that facilities such as hostel, prayer room, school corner and private classes differ in terms of schools.