Integration of Environmental education is the crucial notion in this study that helps learners to become aware and knowledgeable about the environment and to exhibit accountable environmental behaviors and skills. This study explores the perspectives of English language teachers in integrating environmental education in the classrooms. More specifically, it aims to scrutinize how learners identify and take responsibilities towards environmental issues within the theoretical framework of Kolb's experiential learning which connects it to the real world contexts to develop their critical thinking skills. The study is qualitative in nature where it explores perceptions and experiences on the practices of the inclusion of environmental education, following face to face and phone interviews with three participants. The findings reveal that students have developed awareness, positive attitudes and critical thinking skills to handle environmental issues responsibly. Moreover, it builds the understanding of the connection of environmental education with the practicality of experiential learning theory.