Sustainable living implies protecting our natural resources without compromising the needs of the next generations. Education has the power to transform humans’ perspectives and behaviour, which in turn, inculcates sustainable practices in all aspects of their lives. The United Nations (UN) called for education for sustainable development (ESD) as a global initiative towards transforming education for sustainability. This initiative catalysed this comparative study on teacher education policy and linked curricula between South Africa and Sweden. The major focus of this study is to compare policies and curricula in science and technology teacher education in South Africa and Sweden. The study illuminates and explores the status quo regarding ESD in the participating universities in South Africa and Sweden. Aspects of sustainability are investigated through document analysis of: the legislative teacher education policies; school science and technology curricula; and sampled modules for relevant institutional science and technology teacher education curricula. University subject experts conducted the analysis of policy documents and university curricula, using an agreed analytic tool. The data analysis reveals similarities and differences in policies and curricula with regard to ESD. The study recommends a rethink and reform of the content and methodology modules offered to initial teacher education students.