The goal of education for sustainability (EFS) is "to develop in young people and adults new knowledge and new ways of thinking needed to achieve economic prosperity, participate democratically, secure justice and equity, and all the while regenerate the health of the ecosystems, the gift upon which all life and all production depend." The environmental education (EE) movement has been instrumental in bringing awareness, knowledge, heart, and political capital to the plight of the natural system. The author thinks that one of the greatest opportunities that EFS can offer to EE that will strengthen its capacity over the next 10 years is the contribution of the tools, concepts, archetypes, and "habits of mind" of systems thinking and system dynamics education--a core content area of EFS. This kind of thinking and acting is critical to environmental educators from an instructional point of view. This article highlights two examples of concepts of systems thinking and system dynamics education--entry points and mental models--to illustrate their usefulness. (Contains 1 footnote.)