This study explores the extent of environmental awareness and eco-friendly practices among high school students in the Johannesburg Central District, South Africa. The study adopted a qualitative research approach, case study design where four schools were classified as cases, and it purposively sampled 26 Grade 11 and 24 Grade 8 high school students. Using qualitative methods such as interviews, observations and questionnaires, the research focuses on key environmental activities, including waste management, energy conservation and participation in environmental projects. The findings reveal differing levels of engagement with sustainable practices across different schools, with some schools demonstrating more inclusive environmental initiatives. Students showed a strong understanding of how waste reduction, recycling and energy conservation contribute to climate change mitigation. However, challenges were noted between knowledge and long-term behavioural changes. The study emphasises the important role that experiential learning plays in environmental education. Through participation in hands-on activities such as school gardening and recycling projects, students not only acquire environmental knowledge but also develop a deeper sense of environmental stewardship. The study calls for increased integration of environmental education into school curricula, with an emphasis on the concept of climate change and greater community involvement to promote sustainable behaviours. The research further advocates the need for schools to become central agents of environmental change, empowering students to take on active roles as environmental stewards. This research aims to guide teachers and policymakers in enhancing environmental education to foster a more environmentally responsible future generation.