Environmental education programs for schools in the peripheral zone of protected areas in Madagascar are still needed in numerous locations. My research investigated the status of environmental education and communication (EE&C) programs at Masoala National Park, Madagascar, as well as the attitudes of local residents toward the park and park staff. The multi-year qualitative research methods included individual and focus group interviews, participant observation, archival research, an EE&C workshop for park staff, and pilot testing of environmental education activities. Research identified that EE&C activities conducted by park agents had been minimal and that park staff were inadequately prepared to conduct these programs. Research results indicated that additional public awareness and education activities were needed. As an outcome of the research, a conservation education curriculum guide was developed for the schools on the periphery of Masoala National Park and distributed to all teachers in the area. The guide was linked to Madagascar's national school curriculum and teachers were trained in its use. The methods of assessing and developing conservation education programs have since been expanded to two other protected areas in Madagascar: Sahamalaza-Iles Radama Biosphere Reserve and the Makira Conservation Site. (Contains 3 tables and 1 figure.)