In this work we investigate the place and the importance of environmental education (EE) in Moroccan high school education with a focus on Physics/Chemistry and Biology/Geology classes. It is performed within a comparative method by using an interdisciplinary approach in order to understand the presence and the pedagogical styles adopted for the implementation of EE in both disciplines. This study is accomplished via an anthropological theory of knowledge to analyze textbooks and a questionnaire administered to 90 teachers of these disciplines throughout different high schools in Oujda academy, Morocco. The analyses of collected data were performed by adopting a statistical descriptive method. Results show that the presence and the importance of EE are mediocre and its contribution to learning activity is dominated by informative pedagogical style. Similarly, questionnaire results reveal that the implementation of EE in their practices cannot enable learners to construct competencies and skills that would help them adopt a positive behavior towards the environment because first, the presence of EE in their classes is almost absent especially in P/C classes, second, teachers' practices are overwhelmed by the informative pedagogical style. Furthermore, respondents have never benefited from basic and in-service training and their interdisciplinary professional collaboration is totally lacking.