An integrated curriculum approach has been given significant place in the modern world. This isrnbecause by using this approach it is possible to overcome problems of curriculum irrelevancy, lack ofrnconnection among subjects and the issue oflalOwledge "explosion". However all these advantages arernrealized only when it is effectively and properly applied.rnAccordingly, the main purpose of this study was to assess the extent of social studies contentsrnintegration in the first cycle primary environmental science syllabus of East Showa Zone of OromiarnRegion.rnTo achieve these objectives, data was collected from primary school teachers, Oromia EducationrnBureau curriculum department head and social science curriculum experts. The other sources of datarnwere grades 1 t04 environmental science syllabus, environmental science student textbooks andrnteacher's guides. To conduct the study, descriptive survey method was employed. Random samplingrntechnique was used in the selection of teachers and school whereas; availability sampling wasrnemployed ill selecting experts and curriculum department head. The data was collected throughrnquestiollnaire interview and content analysis of the textbooks. Percentage, frequency and mean werernapplied as a relevant statistical tool in analyzing the data.rnThe findings of the study indicated that although the Educational and Training policy of the countryrnrecommends integrated curriculum for the lower primary school, in the case of social studies contentsrnintegration in environmental science syllabus, th~ policy intent has not been folly and properlyrnrealized in selected schools of East Showa Zone. Absence of essential social studies contents,rnIrnincompatibility of topics with integration principles, absence of some essential social studies skillsrn,presence of some difficult social studies contents in the textbooks, the dominance of traditionalrnmethods of teaching practiced by the teachers, the dominance of objective types of exercise questionsrnthat did not meet the demand of integrated curriculum, teachers unfavorable perception and lowrnunderstanding towards integrated social studies contents and inadequacy of training for teachersrn,curriculum experts and textbook writers were some of the findings identified as the major constraintsrnfor effective social studies contents integration in the environmental science syllabus.rnBased on the results of the findings the follOWing recommendations were suggested. They are revisingrncurricular material based on integration principles, improving teachers' knowledge and skills ofrnsubject matter and methodology through in-service training and refreshment courses and offeringrnappropriate training and orientation for textbooks writers and social studies curriculum experts