Purpose: This paper aims to investigate the design charrette as a method for teaching sustainability. Design/methodology/approach: The paper utilizes a student-based design charrette for the Mississippi Gulf Coast comprising a framework for teaching sustainability. An assessment of the charrette's role in promoting sustainability in higher education was ascertained through respondents completing pre- and post-charrette surveys. Findings: The paper provides survey results that shed light on the effectiveness of the charrette as an approach for teaching sustainability in higher education. Research limitations/implications: This research indicates that a charrette framed with criteria for teaching sustainability is viable. However, the study has limitations owing to the project's scope and its being a single-case sample. Practical implications: The paper shows that actively engaging students in interdisciplinary, service-oriented projects is of value in teaching concepts of sustainability in higher education. Originality/value: The paper addresses the need for sustainability in higher education, focusing on disciplines of design, by assessing the effectiveness of a well-accepted design teaching approach, the charrette. (Contains 7 figures, 1 table and 2 notes.)