Indonesia is now considered as a lower-middle-income country (The World Bank 2014) with decades of sustained economic growth. Recent forecasts predict that by 2050 it will be the fourth largest economy in the world (PWC 2015). Indonesia is well endowed with tropical rainforests, coral reefs, and other priority ecological systems, but there is serious environmental destruction in the country. In 2013, the government introduced a new environmental sustainability Curriculum for all levels of schooling in order to increase awareness. This paper examines the Curriculum to see if this expectation has been met. The article starts with some prefatory remarks about national school curricula and environmental education, some background information about Indonesia, and a short overview of the education system. The body of the paper first presents the way the new Curriculum deals with human-environment interaction and environmental sustainability, then evaluates the relative importance of the environment in the Curriculum and analyses the way the Curriculum constructs human-environment interaction. The main findings are that the new Curriculum neglects the interrelationships of economic development and environmental sustainability and frames the environment within a creationist, religious worldview. The last section is a discussion of what the authors calls "religious environmental education," arguing that in a religious country such as Indonesia, with such urgent environmental issues, such an approach has potential.