In this study, it is aimed to examine and compare the environmental acquisitions in the Brazilian science curriculum and the Turkish Science Curriculum and the Life Sciences Curriculum. Document analysis, one of the qualitative research methods, was used in the study. The Life Sciences and Science curriculum for Turkey and the Brazilian Science curriculum for Brazil were determined and examined as document. Environmental acquisitions in the programs; The environmental acquisitions in the curriculums were examined according to the learning domains, the objectives of the Tbilisi Declaration and whether they were related to current environmental problems or future orientation. In the analysis of the data, the descriptive analysis process was carried out. As a result of the study, it was determined that the Brazilian science curriculum gave more place to the environmental acquisitions compared to Turkey. It is seen that the number of acquisitions that aimed at preventing future problems in the Brazilian science program is more common than in Turkey. In terms of reflecting the objectives of the Tbilisi declaration, it has been determined that the acquisitions at the knowledge level are in the majority in both countries, while the consciousness level acquisitions are very few in the programs of both countries. While there is no acquisition in Brazil at the attitude level, there is one in Turkey. While the acquisitions at the skill level are given more place in the programs in Turkey, it is seen that the acquisitions at this level are very few in Brazil. It is seen that the acquisitions at the participation level are higher in Brazil than in Turkey. It is seen that most of the environmental acquisitons in the programs of both countries are related to the cognitive field.