The purpose of this study was to survey the awareness, attitudes and actions of Thai, pre-service, industrial-education teachers (N=390) regarding economic, social and environmental sustainability. Survey items were derived from learning objectives provided by UNESCO in relation to 17 sustainable development goals (SDGs). Research questions focused on overall results as well as analyses to determine differences based on program type and year of study. Results showed an average overall higher percentage in the categories of attitudes (90%) and action (91%) than for awareness (69%). The lowest ranked items in the categories of attitudes and action were related to SDG 5, gender equality. Pre-service teachers in year two of their program reported significantly higher levels of awareness than those in their first, third, fourth or fifth year. There were no significant differences for program type. Implications point to the value for higher education institutes, programs and instructors of identifying sustainability issues most relevant to their context in terms of culture and subject area. Results also pointed to the possibility that higher education institutions may be able to address aspects of sustainability through other initiatives (e.g., mental health awareness days) that are not necessarily branded specifically as sustainability issues.