In this article, we analyse the Lesotho junior secondary geography curriculum document with the purpose of exploring the congruence between geography and environmental education. The study is based on a curriculum reform process introduced by the Lesotho Environmental Education Support Project (LEESP) in 2001. we draw theoretical insights from Basil Bernstein's concepts of classification and framing to analyse environmental knowledge integration and structure of pedagogy as expressed in the geography curriculum document. For further analysis of relationship between geography and environmental education, we use a model of action competence. The analysis reveals that while the curriculum document is generally congruent with environmental education in terms of its content, it still retains traditional disciplinary knowledge of geography. The analysis also highlights some differences between the pedagogy intended for teaching geography and the learner-centred pedagogy envisaged in LEESP.