Education for sustainable development represents a politically prioritized area of knowledge in contemporary Swedish education and as such it has acquired a prominent position among the governing values of educational policy. Insofar as education for sustainable development is directed at securing the future of human well-being, this article suggests that it concerns a moral discourse where notions about what may or may not happen in the future plays an important role in the governance of practices and behaviors in the present. Since the future is shrouded in uncertainty, it is suggested that the emotions of hope and fear may be understood in terms of tools for governing the everyday lives of children, invoking alluring and deterrent images that influence their decision-making. Besides seeking to gain a better understanding of some of the preconditions of education for sustainable development, the aim of this article concerns an investigation into some of the effects that education for sustainable development may have on the lives of children. To this end, it looks at how hope and fear are being put into play within the discourse as strategies for governing individuals in relation to the uncertainty of the future.