Practicing environmental stewardship in basic education institutions is likely to model young people to adopt sustainability knowledge, skills and attitudes. To ensure a well-coordinated approach towards stewardship in public institutions of learning, laws and/or policies are expected to play a crucial role. This study thus sought to interrogate Kenya's policy framework in enhancing environmental stewardship in public secondary schools. The study was conducted using mixed method approach in sampled schools within Githunguri Sub-county in Kiambu County, Kenya. Data was collected from sampled teachers and school principals to ascertain their knowledge of environmental stewardship laws and/or policies as well as their views on whether educational laws and policies enhanced environmental stewardship in public schools in Kenya. The study also reviewed different laws and policies to ascertain their position on stewardship of public schools' environment. Findings from the study revealed that while Kenya has an elaborate environmental law and that the constitution is very particular on environmental stewardship, the same is not reflected in educational laws and policies. As such, majority of the teachers (67.3%, n=206) exhibited poor understanding of environmental stewardship laws and/or policies. Educational laws and/or policies were also found to do little to enhance leadership roles for environmental stewardship. This study thus proposes that educational laws should be streamlined with environmental laws and the Constitution of Kenya if environmental stewardship in schools is to be successful. The study is likely to influence policy in environmental stewardship for public institutions of basic education. [Note: The page range (88-103) shown on the PDF is incorrect. The correct page range is 87-103.]