Indigenous Australians lived harmoniously for more than forty thousand years deeply aware of how important their environment was to their survival on the vast island continent of Australia. After just two centuries of colonisation, contemporary Australians have never been further disconnected from their environment. A 2012 survey by Planet Ark in Australia found that forty percent of Australians have never been camping, and one in four children have never climbed a tree (Planet Ark 2012). It is predicted that more than seventy-five percent of Australians will be living in cities by the year 2050 (Infrastructure Australia 2015) furthering this nature deficit.. Education is recognised as a key vehicle for driving societal change (UNESCO 2008). To address this imbalance Sustainability has been thrust into the education spotlight in recent years with changes making it a cross curriculum priority in the newly implemented Australian Curriculum. This paper analyses how sustainability is currently being taught in Australian schools. First, the evolution of education for sustainability will be outlined. Second, a review of the current education for sustainability in Australian curricula through a focused analysis of findings from Australian Education for Sustainability Alliance (AESA) report and in particular examples from the Australian State of Victoria is provided. Finally, factors facilitating or impeding the delivery of education for sustainability in Australia are critiqued. The report identifies a disconnect between the education for sustainability goals and their implementation and examines ways to address this. References Infrastructure Australia (2015). Population Estimates and Projections Australian Infrastructure Audit Background Paper. Planet Ark (2012). Planting Trees: Just What The Doctor Ordered. UNESCO (2008). The contribution of early childhood education to a sustainable society.