With the curricular reform of primary schools in the Republic of Slovenia (1998) the integrated lessons have become the basic concept of work in the first triennium of the nine-year primary school with the aim to enable a "softer" transition from the pre-school to school period. The child would thus be able to progress in the cognitive, emotional, social and motor fields, which requires an integral approach. The (main) point of integrated lessons is in a logical correlation between school subjects. The approach was encouraged by the preference of the psychological-elementary over the scientific-elementary. The basic goal of the school subject Environmental studies, which integrates topics from both natural and social sciences, is to encourage the child's cognitive development. The psychological basis of the subject is in the constructivist and humanist theory of learning and teaching. The main emphasis of the subject Environmental studies is on student activities. Through these it is possible to achieve the goals of various topic groups within the subject (from social and natural studies), and at the same time the goals of other subjects. These inter-subject correlations have been outlined for each topic group already in the national curriculum. Each teacher is expected to consider them in his/her lessons and to realize or concretise them. The aim of the empirical part of the research was to determine how teachers plan the inter-subjectconnections in the direct planning of lessons in the first triennium.In the research we used the descriptive and causal nonexperimental method of the pedagogical research.On the level of the indirect observations the sample contained of 396 teaching plans. Six primary schools belonging to the Maribor region of the Board of Education were selected for the indirect systematic classroom observations of the Environmental Studies(two schools started introducing the nine-year primary school programme in the academic year 1999/2000, two in the 2000/2001 and two 2002/2003). A class of the first, second and third year pupils was selected in each school. The indirtect classroom observations were performed in March and April in the academic year 2003/2004. The data was processed on the level of descriptive and inferential statistics. The procedure of frequency distribution (f, f%) was used along with the hi-square test.. Through the analysis of teachers' lesson plans for the subject Environmental studies on a chosen sample it was established that teachers are faced with certain problems in planning the inter-subject correlations of Environmental studies with other subjects, namely significant goals of individual subjects are sometimes lost and some of the correlations are inadequate as regards content. Bergant, M. (1990). Integrirani pouk v nižjih razredih osnovne šole. V: M. Kolenko, D. Sivec (ur.), Integrirani pouk in drugi primeri inovacij pouka na za?etku šolanja, str. 6-12. Ljubljana: ZRSŠŠ Hus, V., Ivanuš Grmek, M., ?agran, B. (2005). Evalvacijska študija. Integralno poro?ilo. Strm?nik, F. (2001). Didaktika. Ljubljana: Znanstveni inštitut filozofske fakultete. U?ni na?rt za spoznavanje okolja. Pridobljeno 15.8.2005, izhttp://www.mszs.si/slo/solstvo/razvoj_solstva/viprogrami/os/9letna/ucni_nacrti/pdf/so.pdf