The formation of positive attitudes and values necessary for responsible and active role towards the protection, preservation and conservation of the environment is becoming an important part of one's education. It was along this line that this study was conducted. Aimed at finding out if the integration of values in the college-level Ecology course could help change the values and attitudes towards environment of students, this research utilized 12 lessons on values education developed and integrated in the Ecology subject of B.S. Biological Science sophomores. Two intact classes were utilized in a pretest-post-test control group experimental design. To analyze the data, statistics such as rank, percentage, median, mean, standard deviation, t-test, Wilcoxon Matched-Pairs Signed Ranks Test, Mann-Whitney U Test and Spearman Rank-Order Correlation of Coefficient were used, Findings showed that the students had high level of self concept before and after values integration, improved their cognitive learning level from low to high and had positive pre-and post- integration attitude towards the environment. Among the experimental students, the terminal values considered most important were a world of peace, salvation and wisdom; the instrumental values were honest, forgiving and intellectual' their values tending towards the positive end of the continuum. No significant differences were observed in self concept, cognitive learning and attitude towards environment between the experimental and the comparison classes. Significant differences were observed in the experimental students post-integration self-concept; in the pre- and post- integration for cognitive learning among the comparison and among experimental classes in the attitude toward the environment between the high and low self-concept subgroups of the comparison class, and in the polarity of values among the comparison and among the experimental classes. Significant positive correlations were observed for all instrumental values and for some terminal values except for a world at peace and a sense of accomplishment. Negative but no significant rho's were observed for terminal values mature love, equality, happiness, inner harmony, family security and freedom only among the experimental class.