In this paper, I discuss the significances of Period of Integrated Study for the practice of Environmental Education in Japanese schools. Lately the importance of ESD (Education for Sustainable Development) concluding the contexts of environmental education has been emphasized. But it is not so easy for Japanese school teachers to practice these subjects on school curriculum. From 2002, the Period of Integrated Study has started for the purpose of “zest for living” in the national Curriculum. Actually, the hours of lessons such as science or mathematics have been decreased, so it has occurred the possibility of inadequate learning. But it is clear that only acquirement of knowledge or skills are not enough for students for their futures.
  For the active development of Period of Integrated Study, the construction of partnerships between schools and regions will be more necessary. In Japan, we can see the typical practices in rural area. There are many kinds of problems in school or rural area. But we can look forward to the possibility of solutions for problems by the effective practice of Period of Integrated Study.
  For the new development of school education, the roles of teacher will be more important. For that, training or In-service training of teachers will be more necessary.