In developing countries, most womenWomen do not have access to formal educationEducation. This denies them access to environmental educationEducation, especially on issues about international treaties, national policies and laws. In Kenya, most womenWomen are aware of environmental issues through traditional knowledge. However, their knowledge on legal issues is limited as they lack formal educationEducation. This chapter seeks to explore how formal educationEducation would change the perception of womenWomen in taking care of protected areas so that environmental matters can be safeguarded better. This research is based on Kenya’s protected areas, namely Mt. Kenya National Park and Reserve, Lake Naivasha and Arabuko Sokoke Forest. The methodology used is interviews using questionnaires and focus group discussions. The key variables used are educationEducation, distance of residency from and length of residency near the protected areas. The results indicate that womenWomen who have formal educationEducation are keen to take care of biodiversityBiodiversity in protected areas and enforce policy implementation for sustainable developmentSustainable development. The womenWomen propose that the government caters for free educationEducation, especially at primary and secondary levels, where with the new Competency-Based Curriculum, there is more practical training and better awareness of protected areas near one’s homeHome and the institutions in charge of safeguarding protected areas combine indigenous knowledgeIndigenous knowledge and formal educationEducation in implementing policies. The respondents also proposed that youth should be engaged in trainings at tertiary levels on conservation issues.