The formulation, development, and impact of the Proyecto Ambiental Escolar (PRAE - School Environmental Project in English) was analysed in an Institución Educativa (IE - Educational Institution in English) from Boyacá, Colombia; by means of the documental revision, teacher and student surveys, and Vester Matrix, respectively. It was found the formulation did not contemplate aspects such as the actor linkage, entities, and its integration to the Proyecto Educativo Institucional. The development was broken or disassembled at the activities, tools, and techniques. Consequently, the impact, though displays actions towards the environment protection, resulted non-consistent with the environmental problems of the territory where the IE is located; nor the expected regarding the objectives of the PRAE. This analysis interrogates, among others, the processes and proceedings of the Educación Ambiental (Environmental Education in English) implementation policies, the inclusion of the environment dimension in the formal education, the educator formation, and environmental actors in the design of the strategies like the PRAE, procuring to make a contribution for the local environmental problems. No doubt, the findings invite to the several actors to assume the institutional coresponsibilities according it corresponds, for even though the IE makes its own effort, this is an evidence of the absence of the interaction, evaluation, and track of strategies existence, which enable the PRAE accomplish their purpose with the educational community, and with the local environmental realities.