Despite the progress so far recorded on the Education For All (EFA) programme in Nigeria, vulnerable children such as students with disabilities, street children referred to as "almajirai", nomadic Fulani children, orphans, the girl-child particularly in Northern Nigeria are yet to qualitatively access and benefit from the programme. Thus, this paper explores ecopedagogy (an approach to an education of the earth and its citizens) in achieving EFA in the country. In doing this, it critically reviews EFA initiatives in Nigeria vis-à-vis various issues in ecopedagogy as a critical theory in education. The paper concludes by recommending among others popular education and planetary citizenship via the ecopedagogical approach for the attainment of EFA goals in Nigeria.