A report card on the wellbeing of young Australians does not paint a promising picture (ARACY, 2013). Some of the poor performance indicators from this report can be linked to early childhood education and sustainability, which forms the basis of this paper. A survey of recently graduated Certificate III and Diploma students will provide a snapshot of their feelings on sustainability. This will provide a point of view from a new generation of early childhood educators and carers in one rural area of Australia. The survey questions how these educators rate the need for sustainable practices and why. Will these educators follow their services program, or do they genuinely feel they have a role in the big picture of ensuring young people gain knowledge about sustainable practices? The second part of this paper will give an overview of a case study of sustainable practices being undertaken in a rural preschool that caters to Aboriginal and low income families. These practices will be linked to the 2009 Early Years Learning Framework that has the philosophy of children being, belonging, and becoming (DEEWR, 2009). The case study will demonstrate how sustainable practices can be linked to the wellbeing of children as well as providing them with hands-on learning opportunities and knowledge. This is done in the hope that these educational practices will contribute to the children's sense of well-being and thus contribute to their resilience in our volatile, uncertain, complex, and ambiguous world.