Human-mediated environmental changes have become so extensive that the current geological era is known as the Anthropocene. To meet the existential challenges, Anthropocene poses to humanity, policymakers and research worldwide have promoted the concept of education for sustainable development (ESD). According to this concept, the overarching objective of education should be to develop students’ action competence for sustainability. The underlying idea of ESD is to start teaching from authentic complex phenomena in students’ everyday lives rather than the school subjects. This raises questions about the role of subject-specific teaching in curricula that aim to foster action competence. Like ESD, the concept of Bildung has a broader educational goal than learning specific content but contrary to ESD, Bildung embraces subject-specific teaching. In this study, parallels are identified between ESD and Bildung. Subsequently, this chapter applies the results of an analysis of the contributions of Swedish secondary level science, social science, and language teaching to ESD, to discuss how multidisciplinary, subject-specific teaching may complementarily contribute to developing action competence, by adopting a Bildung orientation.