Abstract: Organization of environmental conservation learning-teaching activities at the primary education level can be regarded as importance to living in the future. In the violently natural changing condition there should be an appropriate model of learning and teaching the learner development activities. This study aimed, to examine efficiencies of the inquiry, collaborative and integrated teaching methods entitled Environmental Conservation with a requirement of 80/80 and to compare learning achievement, attitudes, behaviors and learning The population used in this study consisted of Prathomsueksa 6/1 students, Prathomsueksa 6/2 students and Prathomsueksa 6/1 students, 30 students each, totally 90 students. The instruments used in this study were 15 plans for organization of inquiry learning, collaborative learning and integrated learning a 40 item achievement test, a 30 item scale on attitude toward environmental conservation and a 30 item scale on environmental conservation behavior. The statistics used for analyzing the collected data were men, percentage, F-test (ANOVA) and one-way MANOVA. The results of the study could be summarized as follows: The inquiry collaborative and integrated learning entitled Environmental Conservation for Prathomsueksa 6 had efficiencies (E₁/E₂ ) of 84.47/82.66, 84.84/83.58 and 90.12/87.50, respectively which was each higher than the established requirement of 80/80. The students who learned using the inquiry, collaborative and integrated teaching methods had different learning achievement at the 0.01 level of significance. The students who learned using the integrated teaching method had higher learning achievement than the collaborative and inquiry teaching methods. The students who learned using the inquiry, collaborative and integrated teaching methods had different attitudes toward environmental conservation at the 0.01 level of significance. The students who learned using the integrated teaching method had higher attitudes toward environmental conservation than the collab0vative and inquiry teaching methods. The students who learned using the inquiry, collaborative and integrated teaching methods did not have different environmental conservation behaviors. The students who learned using the inquiry, collaborative and integrated teaching methods had different learning retention at the 0.01 level of significance. The collaborative teaching method had higher learning retention than the integrated and inquiry teaching methods. In conclusion, the model of environmental conservation learning by using the integrated teaching method was appropriately efficient and could develop learning achievement, attitudes and environmental conservation behaviors of the students at the primary education level. Therefore, teachers should be promoted and supported to implement the int3eegrated teaching method in organization of learning and teaching environmental conservation at every primary education class level.