The main aim of this paper is to explore how a new school Curriculum in Indonesia deals with human-environment interaction and environmental sustainability at a time when Indonesia is developing rapidly. There has been sustained economic growth in Indonesia over decades, and Indonesia is now acknowledged as a lower-middleincome country (The World Bank 2014). Recent forecasts predict that by 2050 it will be the fourth largest economy in the world (PWC 2015). Indonesia is well endowed with tropical rainforests, coral reefs and other priority ecological systems, but there is serious environmental destruction in Indonesia. Indonesia is an active member of the United Nations and participated in the UN’s Decade of Education for Sustainable Development (2005–2014). The Framework for the implementation of the UNDESD recommended that ‘sustainability be embedded across the curriculum’with an emphasis on ‘society, environment and economy with culture as an underlying dimension’(UNESCO 2006). Further,‘ESD is fundamentally about values, with respect at the centre: respect for others, including those of present and future generations, for difference and diversity, for the environment, for the resources of the planet we inhabit’. Besides the UNDESD, the Indonesian government has made various commitments to providing environmental education in Indonesia, 1 and the government has acknowledged that more needs to be done about environmental education because the awareness of the populace is low. 2 Therefore, when the Indonesian government introduced a new Curriculum for all levels of schooling in 2013, it seemed reasonable to expect a new commitment to education for environmental sustainability. This paper examines the Curriculum to see if this expectation has been met. It begins with some prefatory remarks about national school curricula and environmental education, some background information about Indonesia and a short overview of the education system. The body of the paper first presents the way the new Curriculum deals with human-environment interaction and environmental sustainability, then evaluates the relative importance of the environment in the Curriculum and analyses the way the Curriculum constructs human-environment interaction. The main findings are that the new Curriculum neglects the interrelationships of economic development and environmental