A Dissertation Submitted in Partial Fulfilment of the Requirements for Award of the Degree of Master of Arts in Education (MA-ED) of Mzumbe University 2016The main focus of this study was to investigate the implementation of Environmental Education (EE) in Vocational Education and Training (VET) Institutes in Tanzania and Finland. This review mainly used a qualitative analysis based on comparative research results and secondary data. Qualitative data was subjected to content and thematic analysis. A sample of 65 respondents which comprised of 49 students, 14 teachers and 2 government officials were used. To explore reality of EE in VET institutes, students, teachers and government officials provided their insights by sharing how they understand, implement and practice EE. Based on my fieldwork with questionnaires with students, in-depth interviews with teachers and EE professionals complemented with observations and many document surveys, the findings of this dissertation revealed that there is no big difference in understanding of EE among the VET institutes‟ students and teachers in both Tanzania and Finland, since they almost all mentioned of education consisting of raising awareness, and knowledge and skills development on the environment. These views concur with the goals and objectives of the Tbilisi Conference. The study further discovered that there is a slight difference in the professionalism and approaches used in implementing EE where Morogoro Vocational Teachers‟ Training College (MVTTC) teachers have no professionalism of EE and the course is taught as a cross-cutting issue while teachers in (Tampere Institute of Vocational Adult Education (TAKK) and Tampere Vocational College (TREDU) are professionals of EE and the course is taught both as a cross-curricular issue and as a separate course. Furthermore, during implementation of EE, almost all VET institutes face the same constraints including respondents‟ negative attitudes towards teaching EE, lack of knowledge and skills on EE, inadequate time, financial constraint especially when required going for study tours. Last but not least, these institutes differ in practicing EE as they differ in environmental awareness. Recommendations to curriculum developers and policy makers were made in light of these findings and suggestions for further research were also made.