Purpose: The purpose of this paper is to introduce green chemistry experiments as laboratory-based pedagogy and to evaluate effectiveness of green chemistry experiments in delivering sustainable development concepts (SDCs) and traditional environmental concepts (TECs). Design/methodology/approach: Repeated measure design was employed to evaluate the effectiveness of green chemistry experiments in delivering SDCs and TECs. Structured interviews were conducted to gather the students' feedback on the course content and course structure. Findings: Green chemistry have enhanced students' understanding of both TECs and SDCs. However, students understanding of SDCs are significantly higher than the TECs. During the interview sessions, students described that the course content as interesting and timely accurate. The course also succeeded in changing students' values and behaviors. Green chemistry was noted as a teaching pedagogy that the student teachers will implement in their future teaching. The course has also provided a space for them to improve their skills in communication, problem solving, and decision making. Practical implications: This paper outlines a new teaching strategy and will be a good source for student teachers engaged in science education program. This new teaching strategy embeds scientific concepts grounded in economic, environmental, and societal imperatives. Originality/value: The paper highlights the importance of education for SD (ESD) in higher education, with particular focus in teacher education. The paper proposes green chemistry experiments integrated with SDCs as laboratory-based pedagogy in a teacher education program as an effort to green the existing curriculum and ultimately addresses the ESD. (Contains 5 tables.)