This study examined the integration of environmental awareness into science education among junior and senior high school teachers in the Division of Laguna. It explored the key factors influencing environmental education, including institutional support, teacher development, teaching strategies, and student engagement. A quantitative research design was employed, utilizing survey questionnaires to gather data from science teachers. Findings revealed that while teachers demonstrated a strong commitment to environmental education, they faced several challenges, including insufficient administrative support, lack of assessment tools, and limited student engagement. Professional development significantly influenced teachers ability to integrate environmental topics, with those who pursued higher education levels being more proactive in seeking training opportunities and employing engaging instructional strategies. Additionally, teachers behavior had the strongest correlation with effective environmental integration, followed by knowledge, while attitude alone was not a significant determinant. The study also found that experiential learning methods, such as project-based and inquiry-based approaches, enhanced student engagement but were less frequently implemented due to resource and logistical constraints. Based on these findings, a conceptual framework was proposed, emphasizing the role of institutional support, continuous teacher development, interactive teaching strategies, and student engagement in fostering environmental awareness and action. The study recommends strengthening administrative backing, expanding professional development programs, promoting experiential learning, developing standardized assessment tools, and fostering collaborations with external organizations. By addressing these areas, schools can enhance the effectiveness of environmental education and encourage students to become proactive advocates for sustainability.