Tourism education has matured from vocational to more liberal education while current trends underline the importance of critical studies and the shift of curricula to more action-oriented forms of education with the community on focus. In parallel to the developments in tourism education, debates in pedagogy have discussed the role of education for citizenship to prepare“citizens of a complex and interlocking world” (Nussbaum 2002, p. 292). In spite of the proliferating number of relevant publications and of programme offer in tourism, little change can be noticed in tourism curricula while very little is still known about tourism education outside the Anglo-Saxon world. This research employs an autoethnography approach to analyse a master programme in tourism in Sweden. The aim is to highlight issues of importance and relevance for sustainable tourism pedagogy. It draws from discourses in tourism education, education for sustainability, critical studies, and education for citizenship to operationalise an analytical framework regarding tourism education. This framework is used to reflect on a master programme offered in Sweden and the expressions that pedagogy for sustainable tourism can take in specific contexts. Findings indicate that a number of qualities of Education for Sustainability can be found in the master programme including critical analysis and reflectivity, linking theory to practice and experiential learning methods, evolving dynamic learning, self-reflectivity over one’s own learning and peer feedback, multiple stakeholders’ approach, divergent cultural understandings, or understanding of power dimensions. Learning as a transformative experience is embedded into the programme trying to enable students to develop their own understandings of tourism and sustainability. Although the curriculum addresses all four dimensions of the analytical framework, more work can be done to strengthen parts of it, especially the need for civil, liberal action. Higher education in Sweden including, tourism education, has remained at a more reflective liberal space advocating for critical analysis skills and individual abilities to perform certain tasks. It is suggested here that tourism education needs to embrace and move towards liberal action and incorporate social learning and community service in more transformational approaches to education for sustainability.