Learning that empowers students' environmental literacy needs to be encouraged considering the increasing environmental damage. This study aimed to reflect on educational programs on environmental sustainability by measuring the environmental literacy of high school students and identifying the relationship between environmental literacy domains. This correlational survey research involved 154 students taken by random sampling technique. Data analysis used descriptive statistics, Pearson product-moment correlation test, and multiple regression test. The results of data analysis showed: (1) environmental literacy of high school students was categorized as moderate; (2) the domain of knowledge and cognitive skills was high, while the domain of attitudes and behavior towards the environment was moderate; and (3) the knowledge domain had a significant relationship with the cognitive skill, the attitude had a significant relationship with the behavioral domain, while there was no significant relationship between the knowledge domain and the attitude domain. The findings of this study indicated that the empowerment of environmental literacy through educational institutions was not yet optimal. Therefore, it is necessary to evaluate local and operational-based environmental education policies, such as integrating environmental literacy content with local culture in the learning process.