<![CDATA[This study aims to describe how an environmentally oriented school culture is implemented to foster green behavior among school community members at SDN Karah 3/527 Surabaya, analyzed through Schein's three cultural levels: artifacts, espoused values, and basic underlying assumptions. This qualitative single case study was conducted from March to September 2026. Seven informants, namely the principal, a teacher, homeroom teachers, a cleaning staff member, and two students, were selected purposively. Data were collected through observation, interviews, and documentation, analyzed with the interactive model of Miles et al., and verified through source triangulation, technique triangulation, and member checking. Environmental artifacts include sorted waste bins, a waste bank, biopores, gardens, posters, Jumat Bersih, Operasi Semut, and school documents. Responsibility, discipline, environmental care, and mutual cooperation are conveyed through the vision and mission, learning, and teacher role modeling. However, internalization remains uneven: upper-grade students tend to be independent, lower-grade students still need guidance, and waste sorting remains problematic without supervision. This study traces the alignment of the three cultural levels across several roles in an elementary school and shows that the main challenge lies in turning espoused values into basic assumptions, not in providing facilities.]]>
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