Integrating local cultural issues into environmental education can increase students’ environmental and vocabulary knowledge. First, this instruction was implemented in an English Scenario Classroom, where students learned through situated learning. The benefits of situated learning for students are that it provides learners with an immersive learning environment. Situated learning provides opportunities for interaction between learners as well. Second, rich exposure to issue-related picture books, realia, hands-on activities, and technology enhanced students’ environmental and vocabulary knowledge. Picture book reading is a mode of instruction for young learners to promote their language abilities and conceptual knowledge. One of the critical advantages of using realia is its direct link to culture, allowing learners to pay attention to subtle differences between the target learning. Moreover, technology can be significantly helpful as it provides suitable context as well as interactive tasks and activities which can meet students’ various linguistic and communicative needs in learning a foreign language. Third, integrating local culture into the environmental curriculum allowed learners to gain relevant background knowledge. It also built up the learner’s cultural knowledge, awareness, and competence. During the teaching and learning process, the students learned a foreign language and content knowledge and became aware of preserving their local culture. Implementing the local culture curriculum in the English Scenario Classroom proved effective for improving or maintaining the students’ environmental and vocabulary knowledge.