Environmentally speaking, Ethiopia is in poor health due torndeforestation, degradation, excessive loss of fertile top soil, over grazingrnand waste disposal. The existing environmental problems manifest crisisrnof values, beliefs, knowledge and ideas. Despite the existing problematicrnreality, Ethiopian Education Policy and Environmental Policy give duernregard to the well being of the environment and sustainable utilization ofrnresources. Nevertheless, there is no available research done in Ethiopianrnhigher institutions on whether students and academic staffs havernpromising environmental knowledge, attitude, intention and behavior.rnBesides, the relationships and linear predictive powers of environmentalrnknowledge, attitude, intention and behavior are not studied in order torndesign a cohe~ent environmental education system.rnTo examine the above issues, examinations of environmental knowledge,rnattitude, intention and practice were developed and conducted at AdamarnUniversity. First year Business and Technical students and academicrnstaffs were the target population, selected using stratified and simplernrandom sampling.rnThe findings reveal that both students and academic staff do not havernlow environmental knowledge. Similarly, their attitudes are neutral. ' Bothrngroups also exhibit an infrequent habit of environmental practicernactivities. As to relationships of environmental knowledge, attitude,rnintention, and practice, they show positive relationships among onernother, having differences in strength. Besides, learners and academicrnstaffs environmental knowledge predicts their attitude, intention andrnpractice, showing differences in explanation power.rnThus, there is a need to arm the community of higher learning Inrnparticular and the public in general with the r~quired experiences andrnunderstanding of environmental knowledge, attitude, intention andrnpractice in an integrated and holistic manner