One home:One garden project intends to provide information on the following questions: a.)Is it possible that One Home: One Garden Project can increase the level of environmental awareness of the Second Year students of Capiz National High School in terms of plant propagation; b.)How can One Home: One Garden Project be characterized as an effective science inquiry-based approach in teaching local plant biodiversity; c.)Can students promote environmental education by transferring knowledge of plant propagation among recipients of the project; d.)How can One Home: One Garden Project augment the financial and/or economic constraints of the respondents; and e.) How can One Home: One Garden Project increase student involvement in community research? Two hundred (200) Second Year students and seventy respondents from the two hundred fifty(250) recipients were exposed several phases to (a) increase student involvement, (b) introduce multiple ways of knowing and (c) establish sequential phases of cognition during the conduct of the project. Through science-inquiry method, the students were able to develop environmental awareness and grew vegetables to augment their financial constraints of poor families in the community by teaching recipients of proper plant propagation techniques.