In the last fifty years school curricula have undergone a profound transformation, especially in the field of environmental attitudes and behaviour. (Pujol y Villanueva, 1999). However, the role of the mass media remains to be defined. The consideration of the mass media as an educational tool has given rise to a range of educational proposals, which can broadly be divided into two fields. On the one hand, an emphasis on the need to defend children who watch TV has led to the development of media awareness training, in order to develop the critical capacity in their viewing. On the other hand, an attempt has been made to increase the efficiency of schooling by using TV. In the latter case, the TV is considered a source of new, complementary information that stimulates educational development. The present paper is based on the second assumption. We analyse the educational curriculum of one of the most successful examples of educational television - Sesame Street (Barrio Sésamo/Barri Sèsam in Spain). We pay particular attention to the objectives relating to environmental education.