This study aimed to identify to what extent the content of the English language curricula of the primary stage for the international (American) schools and the governmental schools include environmental issues. The descriptive comparative method was applied to compare between the two curricula. The researchers prepared a list of environmental issues, designed an analysis form for the two curricula, the content was analysed, a questionnaire for educators applied on 20 educators from governmental schools and 20 educators from international schools and another questionnaire was presented to pupils applied on 30 pupils from governmental schools and 30 pupils from international schools. After analysing the two curricula, the results show that there is an obvious difference between the two curricula in discussing the environmental issues. The study recommends reformulating the English language curriculum of the governmental schools to cope with what is happening in the field of environment and focus on the environmental awareness and behaviour.