Education in general and teacher education in particular is believed to play a key role for a sustainable world. In recent years, there has been discussion on the need to reorient teacher education towards sustainable development. These discussions elucidated that teacher education is no longer about just a mastery of content knowledge and skill in a particular discipline that one is trained for, and necessitates the need for the development of key competences and skills. Yet it is not well documented how teacher education programmes in different nations have successfully transformed and integrated sustainable development into the core of teacher education programmes. What can teacher education contribute in terms of providing directions to rethink humans’ relationship with the planet in today’s Anthropocene era? What kind of (fresh) approach to teacher education is required in the Anthropocene/in 21^st century? How can teacher education responds/is responding to the challenges posed by the Anthropocene? The discussion is anchored around two particular teacher training programmes, i.e. primary school teacher training at the University of Gothenburg and Karlstad University, and presented as a comparison format. Both of these programmes includes one single objective related to sustainable development in the study plan for teacher education for primary school respectively. During the fourth semester students can choose one specialization and in two of these, technology and natural sciences and the specialization for social sciences includes one course objective dealing with sustainability perspectives respectively. We conclude that sustainability perspectives are very limited during all of the courses for future primary teachers at both Karlstad University and the University of Gothenburg.