The purpose 0/ this study was to examine the extent of inlegralion 0/ EE in upper primmy school natural sciencernclirriculum and to analyze the level ql slue/ems ' envirol1l11enla/ awareness, altitude and behavioral actions. Tornachieve the purpose, the EE {hemes were examined in planned, practiced and learned curriculums by employing arndescriptive case sluely research design. The data co/lecling instruments were: document analysis, observationrnchecklists, interview guiele questions, criteria referenced lests, environmental attitucle & behavioral scales. For thisrnstudy fwa schools in each of urban Gnd rural werec/os were seleCled randomly then equal number of students werernselected in the sample schools. The total numbers 0/ respondents were 240 grade eight students & 12 naturalrnscience teachers. The slUdems were selec/ed by stralified random sampling technique but teachers were taken byrnavailable sampling technique .. For dala analysis both qualitative & quantitative methods were used and forrnstatistical analysis both descriplive & in/erential statistics were employed. The results of the study revealed that,rnthough allempts were made to inlegrale EE in planned curriculum documents of Ihe Ihree natural sciences, thernextem of;,,;egralion of the three dimensions of EE (i.e. education about, in andfor /he environment) were notfollndrnproportional because Ihe documents were found focl/sing on integration of cognitive component of EE than thernpsychomotor and affective componenlS of EE. Particularly, the ultimate goal of EE that is education for thernenvironment was found ignored in chemistlY and physics documents and given vefY lit/Ie room in biologyrndocllments. In addition to this school practices' for the integration of EE dimension were found worse than thernresponses found in the docwnenl , because teachers' awareness and competency to apply methods pertinent to EErnteaching learning process were found to be low for that they had neilher trained nor oriented how EE could bernincorporaled and taught in the classroom instructions. Moreover, school facilit ies and other educational activitiesrnwere not supplementing the EE teaching learning processes. Students' were found having vefY low environmentalrnawareness because {heir cumulative mean value was below 50 percent (47.47%). With regard to environmentalrnawareness students had shown dispariO' in residence location, parenl lileracy level and school type but theirrnvariation by sex and age lvere insignificant. Generally, urban school &Iiterate parent background students werernfound having relatively beller environmental awareness than rural & illiterate parent background students Inrnaddirion to (his, witholft significant difference by location, se""(, age and parent literacy level all students'rnenVirOI1lJk , :tal altiwdes were found to be posilive 10lVards utilizing the environment, moderate toward appreciatingrnthe environment & negative towards protecting the environment. On Ihe other hand, without significant differencernall students' environmental behavioral actions (participations for solving environmental problems) werefound to bernpoor and environmentally unfriendly practice. In addition to this EE knowledge of students was found to be arnnegative prediclorfor studenls' altitude towards utilizing the environment; a positive predictor for students' altituderntowards protecting and appreciating the environment but ilwas not found as a significant predictor for students'rnenvironmental behavioral actions. The total contribution of the independent variables (informal sources of EE) tornstudents' environmental knOlvledge, allitude and practices wasfound to be low. That is, theforlllal source ofEE thatrnwere integrated il1 the curriculum documents and instructionalproceses were considered as major source of EE ofrnstudents. From the above findings, the general conclusion drown was that integrated EE in documents, practices,rnand their learning outcomes were not found effective & in line with the national intentions of EE for pril11wyrnschools . Finally, based on Ihe findings and conclusions the recommendations given were: the need for localrn®ional level cooperation & concerted effort among curriculum developers, teachers, teacher trainingrninstitutions, other environmentally aclive stakeholders slIch as health, agriculture etc so as to achieve theirrncommon 6)(11 EE; strengthening qf teachers pre-service and in service programs of EE; and strengthening ofrninformal sources Â£E such as media, club andfamily