The main obiective of this study was to assess the integration of E into both grade nine and tenrnbiology and geography curriculum guides and students' textbooks, and in the actual teaching andrnlearning process at North Shoa. On the one hand to assess the integration of EE into curriculumrnguides and students' textbooks of grade nine and ten biology and geography, both qualitative andrnquantitative data were collected through content analysis. On the other hand, to assess thernintegration of EE into the teaching and learning process, both qualitative and quantitative datarnwere collected form 373 students of which 225 (60.3 %) were grade nine and 148 (39.7%) wererngrade ten. From these students data were collected using criterion-referenced test, open-endedrnquestions, and Likert type scale. Then, the data collected from these participants were analyzedrnboth qualitatively and quantitatively (using descriptive statistics parametric and non-parametricrntests). The result showed that EE objectives (knowledge, skills, attitudes and participation),rncontents teaching methods, and evaluation techniques were not adequately integrated. Thernresult from the test also showed that the majority of the students performed below the standardrnset (70%) by their teachers. However when their achievement scores were analyzed in terms ofrnsex and grade level, statistically significant mean difference was obtained, I (371) = 2.26, p 0.05. And the ANOYArnsummary did not show significant mean difference in the schools as a whole, F (3,369) = 1.97, prn> 0.05. Moreover, regarding their attitudes to utilizing and protecting their environment, studentsrnwere found having inappropriate view. The analysis made based on the independent variablesrnalso showed insignificant mean attitude score difference between male and female students, trn(371) = 1.04, P > 0.05, grade nine and ten students, I (371) = 0.11, P > 0.05, and urban and ruralrnones t (371) = 0.39,p > 0.05. The ANOYA summary also did not show statistical significantrnmean difference in the schools overall, F (3,369) = 1.96, p > 0.05. Finally, the assessment madernon students' problem solving skills showed that students failed to identify serious environmentalrnproblems including their causes, solutions and participants to implement the solutions in theirrnlocal area leave alone problems in Ethiopian and global contexts. Thus, based on the abovernresults it can be concluded that EE was not integrated into grade nine and ten biology andrngeography curriculum guides revised in 2004, and students' textbooks written based on thernrevision in 2005/2006 in line with its objectives, contents, teaching methods and evaluationrntechniques that prepare students to contribute to sustainable development of Ethiopia. It was notrnalso integrated in the actual teaching and learning process although it was integrated in the newrneducation ano training policy developed in 1994. Based on the findings, it is recommended thatrnintegrating EE into different subjects typically biology and geography is vital to developrnstudents' environmental knowledge, skills, attitudes and participation to make them contributorsrnfor sustainable development of our country .