本研究目的是探究國民小學實施環境教育之現況與影響政策執行之相關因素，並以臺北縣三重市厚德國民小學為個案，探討實施過程與成效並提供政策上的建議。本研究主要以訪談、問卷調查與文件分析之方法蒐集資料。重要研究發現如下：（一）厚德國小能充分利用有限資源推動環境教育並克服經費問題。例如：學校在進行資源回收的同時，能將所獲得的資源回收金運用在其他環境教育的推動上；（二）學生雖具備環境知識，但環境行動力卻不彰，這顯示學校在推動環境教育上，仍有很大的進步空間；（三）學校人力、空間與時間的不足影響環境教育的推動；（四）環境教育未延伸至家庭教育中，使得環境教育的影響受限。環境教育不只是單純在學校實施，家庭的環境教育也是重要的一環。有必要透過活動的參與和宣導，讓學校與家庭的環境教育能環環相扣；（五）政府未能全面性兼顧每一所學校的推動情況，通常推動成果較佳的學校較能受到政府的關注並獲得相關資源，形成表現較好的學校與成效不佳學校之間的差距。 本研究提出以下政策建議，供未來政府推動環境教育之參考：成立學習型網絡、政策方案執行人員協調合作、發展做中學的學習策略、政府提供更多有助於推動環境教育的資源，以及營造國民小學快樂的學習環境。 This research aims to examine environmental education in elementary schools and relevant factors that affect policy implementation, and uses the case of Houde Elementary School to examine the process of environmental education and its impact on students. The research methods adopted are interview, questionnaire and archival analysis. It leads to the following results:（a）Houde Elementary School makes good use of the limited resources to promote environmental education and overcomes the budget problem. For example, they can effectively use the recycling fund on other activities of environmental education；（b）Although the students have acquired environmental knowledge, their ability to take action is not significant. It shows that schools have to make great progress in promoting environmental education；（c）The limited manpower, space and time influence the school’s promotion of environmental education；（d）Environmental education has not been extended to domestic education, which affects the outcome of environmental education. Environmental education is not limited to schools. The family can play an important role in promoting environmental education as well. Through initiatives for the promotion of environmental education, schools can connect close links with the family；（e）The government could not give consideration to various conditions of all schools. The government tends to focus on those well-performed schools in promoting environmental education, while those poor-performed schools have not got necessary assistance. It leads to the gap between these schools. The research provides the following suggestions: the construction of school learning network, the cooperation of policy executors, the development of “learning by doing” strategy, the government’s providing elementary schools with more resources, and the creation of a happy learning environment.