With the objective of investigating the contribution of the General Secondary Education .liJrrnraising students ' knowledge, attitude and practice in environmental issues, the researchrnemployed both qualitative and quantitative methods. Scores of students on a maslery test,rnopinions of both students and teachers through questionnaires and content analysis by teachersrnwere the main data sources. In addition to the overall analysis, comparisons were made in termsrnof gender, location and schools for students' knowledge.rnThough the method of integration varies./i"om one subject to the other, the investigation was ablernto find objectives thai could let the curriculum integrate adequate and relevant environmentalrnissues. Unlike the case in ChemistlY, the integration of contents In Geography was in a multitopicrnapproach which is in line with what is recommended for environmental education. Studentsrnbeller pel:formance in geography-related environmental issues was atlributed to this method ofrnintegration.rn. Despite the positive evaluation on the integration of environmental issues, students' knowledge,rnallitude and skills were found to be below the standard. Assessed through a criterion referencedrntest, only 24% of the students who were found to have the required level of knowledge in thernissue. The evaluation against allitude and skill inventories using a five point rating scalernindicated only 18% and 46 % of the students with acceptable degree of achievement in thernrespective domains. The linear relationship that was expected to exist between knowledge,rnattitude and skill was not maintained.rnThe assessment of students' knowledge using open-ended items showed a different result asrncompared to what was obtained through the test scores. The difference could have happened duernto methodological differences; students' competence in the medium instruction (as therninstruments were conducted in different languages) or due to the different in the statisticalrnmeasurement techniques employed in each case.rnThe research revealed that pelformance in environmental issues in terms of iocation and sex,rnand schools. The findings was not different./i"om the previous findings. Males were found to bernmore knowledgeable but less concerned. Rural students were more knowledgeable and skillji.lrnbut less positive towards the environment