Using a grounded theory methodology with observation of 67 courses and interviews with 42 individuals, including faculty, staff, and students, the author highlights three pedagogical characteristics of postsecondary educators who engage in education for sustainability (EfS). Educators teach beyond content, incorporate a values orientation, and use praxis as a source of knowledge. This research helps empirically ground the growing movement for EfS in the United States and provides implications for educators both in and outside the classroom.