The purpose of this study is to show a potential for psychological growth in high school students who engage in activities such as growing foliage plants (pothos) through the use of inductive reasoning and qualitative data collection. The psychological growth of 17 students, belonging to a health committee, who were responsible for the watering of a pothos plant from April 2011 to March of the following year, was investigated through a series of semi-structured interviews. The students were between the ages of 16 and 18 years old (an average age of 17.0 years). The results of the interview were analyzed using the Modified Grounded Theory Approach (M-GTA). Psychological growth was shown to be expressed in five categories. These categories can be identified as follows; “An early depressive feeling,” “An escape from a failure experience,” “A deepening interest toward the pothos,” “A loose feeling” and “An experience of cultivating a living organism.” In response to these results, 19 concepts were generated. It was thought that four points were indispensable; “A feeling of failure not to be expected,” “An heightened sense of role awareness,” “A feeling of more happiness from ‛growing' the pothos than ‛appreciating' them” and “A structured activity in the student health committee that supports role awareness.” This study suggests that the time spent and the place used, cultivating the pothos, could lead to developing “a supportive atmosphere” at school.