<p>This article describes the results of a research on the application of the CLIL methodology (Content and Language Integrated Learning) in the environmental education subject through the implementation of the pedagogical intervention “A Good Environmental Education”, in the students of cycle III and grade 503 of the educational institutions Julio Cesar Turbay Ayala of Soacha and Amigoniano youth center of Tunja. This study was based on the theories of Marsh and Isabel Pérez, who propose a model for the implementation of CLIL to learn English in a non-linguistic area, in this case environmental education subject. In the same way, it was based on the National Bilingualism Plan of the Ministry of National Education, as well as the guidelines for the development of Environmental Education and School Environmental Projects (PRAE acronym in Spanish). The research study was framed in a qualitative approach action-research, so the analysis was based on the application of instruments for data collection such as observation card, diagnostic test and an estimation scale. As relevant results, it could be established that the application of the CLIL methodology favors the simultaneous learning of English with environmental education topics, also the ability of oral expression was one of the great achievements with the integration of computer technologies and communication, as a strategy of modeling and interaction, on the other hand, the pedagogical intervention allowed to develop skills and attitudes towards the understanding of environmental problems and interest taking part in its conservation and preservation.</p>