Abstract: This study examined the solid waste segregation practices of Grade 4 learners at Obrero Central Elementary School. Using a descriptive research design, 187 respondents were selected through stratified random sampling with proportional allocation, ensuring fair representation from both morning and afternoon sessions. Data were gathered using an adapted and validated questionnaire based on previous studies and the Department of Education WinS (Wash in Schools) Monitoring Form. The instrument measured learners attitudes and waste segregation practices through close-ended and open-ended questions. Expert validation and a pilot test ensured the reliability and clarity of the tool. Findings revealed a weighted mean of 4.25, interpreted as Agree and described as Appropriate, indicating generally positive waste segregation practices among the learners. The highest adherence was observed in using separate bins for biodegradable, non-biodegradable, and recyclable waste, reflecting learners understanding of proper segregation practices. However, compost bins received the lowest mean score, suggesting limited familiarity and access to composting and highlighting an area for improvement. The results imply the effectiveness of integrating environmental education into classroom instruction and routines. They also suggest that consistent practice and teacher reinforcement play a vital role in shaping positive environmental behaviors among young learners. However, the gap in composting awareness implies a need for more comprehensive and accessible instruction in this area. School is encouraged to enhance composting education through hands-on activities and provide accessible composting facilities.