The study investigated the influence of the implementation of the local culture curriculum in an English Scenario Classroom on twenty Taiwanese sixth graders' environmental and vocabulary knowledge. The analysis of quantitative data (environmental and vocabulary knowledge pre- and posttests) and qualitative data (interviews and teaching reflections) provided the major findings. First, the integration of local culture into environmental education effectively provided students with relevant background knowledge, and the implementation of the curriculum in an English Scenario Classroom facilitated learners' situated learning. Second, the issue-integrated curriculum was also effective in increasing the students' environmental knowledge. Third, realia, images, technology, and hands-on activities helped students recognise the spoken forms and word meanings of the target vocabulary. The challenge faced by the teacher was to deliver the content knowledge of a specific topic through the medium of English. Suggestions on designs and implementations of the environmental education in situated learning contexts were provided.