Due to the growing problems of an unsustainable world, this qualitative, phenomenological study was designed to investigate the process of developing and integrating sustainability curriculum into general education requirements in higher education. The researcher interviewed six participants from different parts of the world who had first-hand experience participating and directing a sustainability education program in order to better understand the process of teaching and learning sustainability. Specifically, the participants have not only practiced sustainability curriculum, but have also lived in a completely sustainable ecovillage. The interview data revealed participants' insights which gave multiple suggestions for designing curriculum and developing teaching methodology for a sustainability program within traditional higher education institutions. In addition, seven themes emerged from the interview responses revolving around sustainability curriculum: spontaneity, the three R's are good but not enough, difficulty, education at all levels, sustainability as a way of life, experiential learning methodology, and hope. The researcher found that education is the key to integrating sustainability into higher education, and experiential learning is the preferred methodology for teaching and learning sustainability. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]