Sustainability education will be in the fore of learning experiences for all Australian children and young people as the new national school curriculum is implemented. Commitment to sustainable patterns of living is one of the three cross curriculum perspectives (ACARA 2010). The compulsory disciplines of science and geography provide the key curriculum, assessment and reporting areas for this. This chapter takes a fresh approach to sustainability education and uses epistemological questions to guide the reader's thinking. We argue that decision-making on environmental issues must be based on quality evidence and robust analysis of that evidence. We conclude that while sustainability education has become a highly emotive and politicised area of debate and human activity, there is much that we can do as educators to contribute towards creating a preferred, sustainable future.