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This report documents the results of an assignment commissioned by the School of Teacher Education at Dalarna University. The assignment includes investigation of how education for sustainability (EfS) has been integrated into the contents and teaching methods of courses in Educational Work, and what can be improved. The report also provides some suggestions on how EfS can be integrated in various courses in teacher education programs. Four university teachers, who have knowledge and experiences in teaching sustainability in different courses, were interviewed to explore how they integrated EfS in their courses and what challenges, if any, they have encountered. In addition to this, a literature review was also undertaken. The results indicate that in some natural science courses, sustainability has explicitly been addressed in the content, literature, and activities, whereas in some courses in other programs, it seems that sustainability has been integrated without having a clear link between teaching contents, learning goals, and activities. It is also found that the level of EfS integration in different courses depends on individual university teachers’ initiative, knowledge, and competencies. Although Dalarna University’s policy emphasizes the integration of sustainability throughout its activities, the implementation level of EfS in education programs at Educational Work is slow. To equip future teachers with knowledge, skills, and competences needed to work with sustainability, the School of Teacher Education needs to provide sustainability courses for students focusing on EfS and Agenda 2030, from basic to advanced levels. There is also a need for professional development training for university teachers to improve their knowledge and competences in EfS.