The present study aims to determine how far topics of renewable energy are included in the science curricula of the middle stage in Saudi Arabia. Thus, the study adopts the analytical descriptive approach. The sample comprised the science curricula of the second middle year (two semesters). The author developed and applied a form, whose validity and reliability had been verified, covering a list of topics about renewable energy to determine the significance of integrating those topics into the science curricula of the middle stage. The list included six major topics with sub-items related to renewable energy. Moreover, a tool was utilized to analyze the sample curricula to explore how far they tackled topics of renewable energy. The results revealed that the science curricula of the second middle year did not adequately cover renewable energy (only 16.62%). Accordingly, the study recommended reviewing the science curricula of the middle stage to ensure the integration of renewable energy and conducting further studies to explore how far renewable energy is integrated into the science curricula of different stages.