this study, an attempt was made to find out the discrepanciesrnbetween the syllabus anticipations and classroom realities in implementing therngrade 4 Environmental Science syllabus in Addis Ababa City. Particularly thernstudy on the classroom interactions. To this end, 12 primary schools, 24rngrade 4 classes, 12 directors, 12 vice-directors, 12 department heads, 48rnteachers and 72 grade 4 students were used as the main sources of data.rnHence, three data gathering instruments (Focus group discussion,rnobservation checklist and questionnaires) were employed.rnThe findings made clear that teachers' actual use of periods forrnEnvironmental Science was found less than the periods indicated both in thernsyllabus and teacher's guide. Almost in all the sampled schools the syllabusrnwas not available. The distribution of other curricular materials (teacher'srnguide and student's textbook) was found to be satisfactory in most of thernsample schools.rnThe teaching methods dominantly used in all the samples schools werernfound to be lecture, and question and answer. Teachers in most of the schoolrndo not use teaching materials for the teaching-learning process. The teachingrnmaterials available in schools' pedagogical centers were out dated and couldrnnot be used for the current syllabus. In fact, there were few available teachingrnmaterials, that could be used in the implementation however, these materialsrnwere not used by the teachers.rnTeachers effort in providing conducive learning environment was foundrnlow. As a result, students could not be actively participate in their learning