The origin of the Environmental Education Equipments (EqEEs) dates from the late 70´s and is linked to natural environment and environmental interpretation in protected areas. Since then, they have evolved into a powerful resource for social education for sustainability. We recognize them as non-formal education initiatives, with their own facilities and educational equipment, with capacity to develop an Environmental Education (EE) draft. In this sense, its scope has expanded, starting to consolidate EqEEs in urban environments and deeper into the sustainability issues associated with the city metabolism. This article presents an analysis of the quality of urban EqEEs in the region of Madrid (CM) and proposals for improvement, aiming to guide the achievement of a critical and action-directed education for sustainability in these facilities. For this purpose, a mixed methodological design has been employed, combining both qualitative (interviews) and quantitative (indicator systems) research techniques, with the data processed through discourse analysis and/or descriptive analysis. Some of the most relevant results show that 33% of the EqEEs of the region of  Madrid are located in urban areas, with the majority related to waste treatment plants or periurban parks in metropolitan areas. Moreover, two opposing trends can be observed: EqEEs with a diversity of functions, as well as single-issue equipments.