This paper deals with the impact of limited special programs on the implementation of new curricula in Germany. The specific case of environmental education is addressed and shows the impact of special programs on selected areas of the implementation process. The study examines aspects of quantity and quality of environmental education conducted by teachers and schools that participated in special programs compared to those teachers and schools that did not. Quantitative and qualitative aspects are discussed. Special attention is paid to the development of environmental education in everyday school life since educational practice does not automatically follow inclusion of topics in syllabi and curricula. The paper assesses that the depiction of German environmental education in governmental publications and regulations seems to be much brighter than when it is viewed on the basis of empirical findings concerning school reality. (EH)