In light of the rapid growth of the movement for educating students about sustainability, this study sought to understand the content and context of sustainability-related learning outcomes in higher education institutions in the United States by using data from 47 institutions. Findings show how institutions operationalize learning for sustainability, a continuum of location of these learning outcomes, and a range of pedagogical beliefs about learning for sustainability. Implications include the potential for a new schematic definition for sustainability in learning, and we identify theoretical tools to help define and measure learning for sustainability and provide suggestions for innovative ways for institutions to shape learning about sustainability.