International environmental education policy discourses have influenced policy construction in Botswana and how teachers conduct themselves and teaching in environmental learning. The researcher uses Foucault's notion of governmentality to understand the effects of power/knowledge relations in policy. The analysis is taken further through a synthesis of the data in relation to some of the key theoretical vantage points used to unpack Foucault's notion of governmentality in environmental education policy implementation. The analysis focuses on the deeper understanding of power "effects" of environmental education policy as exercised by teachers in teaching and learning practices. Data were generated from documents analysis, interviews and observations based on the 1994 Revised National Policy on Education statement that introduced environmental education into Botswana's education system. The researcher was interested in how techniques of power were exercised to influence international environmental education policy discourses from macro to micro-levels (individual and school). Both discursive and non-discursive practices are analysed to provide a deeper understanding of how power operates at the level of self-governance shaping both epistemological and pedagogical practices in schools. It emerged from this research that education practitioners had devised varied but consistent techniques of responding to policy imperatives. They have normalised both discursive and non-discursive practices to exercise their power and knowledge in the implementation of environmental education. It is important to deconstruct their understandings of policy statement and practices to understand what influences policy implementation in Botswana schools.