Problems persist in school despite numerous efforts to implement a policy on solid waste policy. This study described the impact of pupils and teachers’ involvement in problem identification and action planning to implement a school policy on solid waste management (SWM). Descriptive design was used utilizing quantitative and qualitative data. Waste analysis and classification study, workshop, waste assessment and classification study, interview and, comparative analysis were used to gather and analyze data. Prior to action plan implementation, it was found that pupils had poor knowledge on segregation, and most did not segregate waste. Pupils wanted competition-based activities for SWM. To empower pupils, the teachers utilized active learning strategies and practical applications. Pupils were motivated to do segregation primarily by teachers’ encouragement and desire to win in competition-based solid waste management activities. Study concluded that awareness is inadequate to ensure participation of pupils in waste segregation. Learning by doing is indeed a good start toward a greater solution for these problems. Allowing waste generators to participate in the planning and implementation of SWM may create a great impact for the success of the plan. The study recommends to design school-based SWM Program that builds positive attitudes, knowledge and skills in segregation, continuously educates pupils to build their attitude, develops a culture that gives importance to cleanliness of the surroundings and a culture that sees segregation as a normal routine, implements projects that utilize teaching and learning strategies that integrate meaningful community service with instruction and reflection to enrich the learning experiences, creates and imposes policies that will lead to decreased residual wastes, and to integrate waste management with composting in the grade school curriculum.